LSP1501/3/2025

LIFE SKILLS: PERFORMING ARTS,

VISUAL ARTS, MUSIC AND PHYSICAL
EDUCATION IN THE FOUNDATION
PHASE
LSP1501

ASSESSMENT 3: Performing Arts

DEPARTMENT OF EARLY CHILDHOOD EDUCATION

Open Rubric
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CONTENTS

1. INTRODUCTION ...............................................................................................................3
2. OUTCOMES FOR ASSESSMENT 05 ..............................................................................3
3. RESOURCES ...................................................................................................................3
4. SUBMISSION OF ASSESSMENT 05 ...............................................................................3
5. PLAGIARISM ....................................................................................................................4
6. ASSESSMENT 03 QUESTIONS ......................................................................................6
ADDENDUM A .................................................................................Error! Bookmark not defined.
ADDENDUM B .................................................................................Error! Bookmark not defined.

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1. INTRODUCTION
Assessment 3 is a written assessment that contributes 25% towards your year mark.
This assessment measures your achievement of the outcomes of section A in the study
guide, learning units 1, 2,3,4 and 5, which deal with performing arts.

2. OUTCOMES FOR ASSESSMENT 3

In this assessment, you will be required to demonstrate that you have met the following
outcomes and assessment criteria:
Visual arts

Specific outcome 1:

Understand the value of music in the holistic development of learners in the Foundation
Phase

Specific outcome 2:

• demonstrate knowledge of teaching theoretical aspects of music such as rhythm,

melody, beat, music form and expressions

• demonstrate knowledge of teaching music-making activities in a music

programme, such as movement, listening, singing and playing instruments

• encourage learners to use their personal experiences and senses during musical
activities demonstrate an understanding of play-based teaching approaches in the
design and implementation of musical activities for learning and enjoyment

• demonstrate how cross-curricular links to music are identified, and plan integration
activities through lesson planning and classroom practice

• plan and conduct assessment by observing individual learners during musical

activities

3. RESOURCES
To complete this assessment, refer to the contents of section A, learning units 1 to 7.

4. SUBMISSION OF ASSESSMENT 3
Note that your assessment must be submitted online only, on or before the due
date. Assessments may not be submitted by e-mail. To obtain detailed information on
the assessment requirements, consult the Study @ Unisa publication online.

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Please ensure that you submit the correct assessment. You have three opportunities
to submit, whereafter the system will prevent you from making any further attempts. To
ensure that you find and upload the correct assessment, always save an assessment
under your student number, surname, module name and assessment number (e.g.,
1237654 Makgato LSP1501 Ass 03).

Make sure that you understand the wording of the assessment correctly. Do not
deliberately misinterpret the assessment to make it easier for you to answer.

Work systematically. Work out a scheme/action plan before you start answering the
question. The first page of your submission should be a cover page with your name and
student number, and the relevant assessment information.

In case of handwritten assessments, use the official answer pads and assignment covers.
Write on one side of the paper only and ensure that the various pages are attached in
the correct order. Then scan and submit your answer file online as a single PDF
document.

Your answers must be written in English.

5. PLAGIARISM
We want to remind you that it is unethical (and unacceptable) to submit assessments that
are not your own work. If the University becomes aware of such malpractices, it will take
disciplinary measures against the student concerned. When completing assessments,
you must submit your own ideas, in your own words, sometimes interspersed with
relevant short quotations that are properly referenced. Also note that although you may
work together with other students when preparing assessments/assignments,
each of you must submit your own individual assignment. It is unacceptable for
students to submit identical assignments because they worked together. That is
regarded as copying (a form of plagiarism), and none of those assessments will be
marked. Furthermore, you may be penalised or subjected to disciplinary
proceedings by the University.

Turnitin is activated for this assessment. This means that a Turnitin report will be
generated once you submit your answer file. Please accept the end-user license
agreement (EULA). If the status of your submission shows “Queued,” it means that your
assessment was submitted successfully, but that the Turnitin report has not been
generated yet. Once the Turnitin report has been generated, it will show either a similarity
percentage, which is an indication of plagiarism, or it may show an error. However, this
still means that your assessment was submitted successfully; it is just an error on the
generation of the Turnitin report. You don’t need to take any further action, and you will
not be penalised. A Turnitin report cannot be generated for certain file types, and you will
not be penalised if there is an error on the generation of the Turnitin report. This just
means that we will conduct a plagiarism check manually.

In each question, the level of AI support will be clearly indicated. The table below will be
used as a guideline for AI usage.

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6. ASSESSMENT 3
SECTION A: PERFORMING ARTS
Question 1 (30)
1.1 List two ways in which music is incorporated into our daily lives. Support with relevant
activities. (4)

1.2 Explain how music influences the mood of young children. (2)

1.3 Analyse two general benefits of music in young children’s holistic development and
explain how they contribute to their growth in specific areas. (10)

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1.4 Discuss why music is considered important for creating a positive learning
environment. Justify your answer. (10)

1.5 Explain how you would use the principles of teaching music in your
planning to teach young children a new song. (4)

QUESTION 2 (10)
2.1 Read the statement below and answer the question that follows.
Listening is the cornerstone of all musical activity; it pervades all other musical
activities. When learners develop good listening skills, they become good
performers and respond well when required to move to music.

Apply your understanding of the role of listening in musical activities by designing a lesson
plan for early childhood learners. The lesson should include activities that develop
listening skills through hearing music, identifying significant details, and repeated
listening. Explain how each activity will enhance learners' performance and movement
responses to music.

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QUESTION 3 (10)
The dance teacher should see the child holistically. All aspects of the individual are
interconnected. Dance can help unite the body and the mind, teach identity, a sense of
community, and the curriculum (Soot & Viskus 2013).
Based on the above citation, illustrate how the following fields relate to the child’s
holistic development: Provide suitable practical examples as well.

3.1 Social awareness (5)

3.2 Physical development (5)

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QUESTION 4 (10)
Performing arts lessons requires careful planning. Explain with reference to the below
mentioned aspects also provide suitable practical examples:

4.1 The curriculum (5)

4.2 Assessment (5)

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QUESTION 5 (20)
Use some of the resources listed below to plan a lesson with the aim of teaching beat
and rhythm to learners in the Foundation Phase. Present your lesson plan and a
storyboard with photos of the activities.
Music, tennis balls, flashcards, flashcards with animals representing musical notation

Grade

Subject

Topic
2
Objectives:
2

Introduction:

4
Body of the lesson:

2
Closure:

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Storyboard: (10)
Paste here

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QUESTION 6 (20)
Watch the following video on dance and movement, then answer the questions that
follow. Follow these instructions to open the videos. Click on the link below, then
click to Open hyperlink.
https://youtu.be/mq8bXlrL31E

6.1 From this video, evaluate the effectiveness of various movement-based strategies
that have been used, such as free movement, structured movement, and body
percussion, in teaching musical concepts to early childhood learners. Discuss how
the dance in the video was used to illustrate the following.
i. Body awareness (3)
ii. Improvisation (3)
iii. Space (3)
iv. Rhythm (3)
v. Projection (3)

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6.2 Recommend alternative approaches for integrating these strategies into a classroom
setting to enhance learners' physical, creative and emotional responses to music.
(5)

First examiner: Mrs Malimela

Second examiner: Prof S Krog

This assignment remains the property of the University of South Africa and may
not be copied, re-used or distributed.
©
Unisa 2024

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