LSP1501 Assignment 6

Question 1

1.1 The pictures are part of the ancient craft where the colors differ as picture A is brighter than
picture B, on the other hand the frog is light green in color whereas picture B, it is dark green. The
dress in picture B is lighter and in picture B, it is darker. Picture A looks like it is the milk that is being
drunk and picture B looks colorless like water. The hair is blonder in picture A and the in-Picture B the
color is a bit grey

1.2 As a teacher, my role when teaching Grade R learners how to create two-dimensional
forms of art would align with Vygotsky's sociocultural theory. Vygotsky emphasized the
importance of social interaction and the role of a knowledgeable other in a child's learning
and development. I would act as a facilitator, providing appropriate scaffolding and
guidance to help learners develop their artistic skills. Here are some examples of how I
would apply Vygotsky's theory in the art classroom:

I. Zone of Proximal Development (ZPD): Vygotsky proposed that learners have a ZPD,
which is the range of tasks they cannot yet do independently but can accomplish
with guidance. I would assess each student's current abilities and provide them with
tasks that are slightly beyond their current skill level. For example, if a student is
proficient in drawing basic shapes, I will challenge them to create a more complex
artwork that combines those shapes in interesting ways.
II. Scaffolding: To support learners in their artistic endeavours, I would provide
structured support or scaffolding. This could involve breaking down the art creation
process into smaller steps and demonstrating each step while explaining the
techniques and concepts involved. For instance, if the goal is to create a collage, I
would demonstrate how to cut and arrange various shapes and textures before
gluing them onto the paper.
III. Peer Collaboration: Vygotsky emphasized the significance of peer interactions in the
learning process. I would encourage collaborative activities among students, such as
group art projects or peer critiques. By working together, students can learn from
each other, exchange ideas, and provide constructive feedback. For example, I might
organize a group project where students work together to create a large mural, with
each student responsible for a specific section.
IV. Verbal Mediation: Language plays a crucial role in Vygotsky's theory, as it helps
learners internalize knowledge and regulate their own thinking. I would engage
students in discussions about their artwork, encouraging them to express their ideas,
thoughts, and feelings. By encouraging verbalization, students can reflect on their
creative choices and develop a deeper understanding of the artistic process. For
instance, I might ask students to describe the colours they chose and explain how
those colours contribute to the overall mood of their artwork.
V. Cultural and Historical Context: Vygotsky emphasized the importance of considering
the cultural and historical context in which learning takes place. When teaching art, I
would expose students to various art styles, artists, and artworks from different
 cultures and time periods. This exposure would help broaden their understanding of
art and inspire them to experiment with different techniques and styles. For
example, I might introduce students to famous artists like Vincent van Gogh or Frida
Kahlo and encourage them to create artwork inspired by their unique styles.

By applying Vygotsky's theory, I aim to create a collaborative and supportive learning

environment where Grade R learners can develop their artistic skills while benefiting from
social interactions, scaffolding, and a deeper understanding of the artistic process.

1.3 Grade: Kindergarten

Activity of choice: Building a Tower with Blocks

Discussion:

Developmentally appropriate practice (DAP) focuses on meeting young children where they
are in their development and providing them with learning experiences that are both
challenging and achievable. One activity that embodies DAP principles for kindergarten
learners is building a tower with blocks.

At the kindergarten level, children are typically around 5-6 years old and are in a stage of
rapid cognitive, physical, and social-emotional development. They are curious, imaginative,
and eager to explore the world around them. Building with blocks not only engages their
fine motor skills but also encourages problem-solving, spatial awareness, and creativity.

When implementing DAP in this activity, teachers would consider the following implications:

I. Individualization: Teachers would recognize that each child has unique abilities and
progress at their own pace. They would provide a variety of block sizes, shapes, and
colours to cater to different skill levels. Some children might focus on stacking blocks
in a simple tower, while others may experiment with more complex structures.
II. Scaffolding: Teachers would offer support and guidance to help children advance
their skills. They might demonstrate different techniques, such as stacking blocks in a
particular order or using a stable base, to foster stability and height in their towers.
As children gain confidence, teachers gradually withdraw support, allowing them to
take on more challenges independently.
III. Hands-on exploration: DAP encourages hands-on, experiential learning. In the block-
building activity, teachers would provide ample time for children to experiment,
manipulate the blocks, and learn through trial and error. This allows them to develop
spatial reasoning, problem-solving skills, and an understanding of cause and effect.
IV. Play-based learning: Kindergarten children learn best through play. Teachers would
foster a playful environment that encourages creativity and imagination. They might
suggest building towers inspired by stories, create obstacle courses for toy figures to
climb, or encourage collaborative building projects, promoting social interaction and
communication skills.
 V. Assessment: DAP emphasizes ongoing assessment to inform instructional decisions.
Teachers would observe children's progress, noting their abilities and challenges in
tower building. They might document their observations through photographs or
anecdotal notes, enabling them to track growth and tailor future experiences to
meet individual needs.

By incorporating DAP principles into the block-building activity for kindergarten learners,
teachers create a supportive and engaging environment that nurtures their cognitive,
physical, and social-emotional development. Children can explore, experiment, and
problem-solve at their own pace, fostering a love for learning while building essential skills
for future academic success.

1.4 Fine Motor Skills: Art can be a powerful tool for developing and enhancing fine motor
skills in children. Fine motor skills involve the coordination and control of small muscles in
the hands and fingers, which are significant for activities such as writing, cutting, and
manipulating objects. Art activities, such as drawing, painting, and sculpting, require
children to use precise hand movements and hand-eye coordination, thus promoting the
development of fine motor skills.

For example, when children engage in drawing or painting, they grasp pencils, brushes, or
crayons, and make controlled movements to create lines, shapes, and colours on paper or
canvas. These activities help improve hand strength, dexterity, and control. As children
progress in their artistic endeavours, they can explore more intricate techniques, like
shading, blending colours, or adding fine details, which further refine their fine motor skills.

Activities like cutting and pasting in arts and crafts projects require precise control of
scissors and glue sticks. By manipulating these tools, children develop hand-eye
coordination, bilateral coordination, and spatial awareness. These skills are transferable to
other tasks that involve manipulating objects, such as tying shoelaces or using utensils.

Cognitive Skills: Art provides a rich platform for fostering cognitive skills in children.
Cognitive skills encompass various mental processes, including perception, attention,
memory, problem-solving, and critical thinking. Engaging in art activities can stimulate and
enhance these cognitive abilities in several ways.

When children perceive and create art, they engage their perceptual skills by recognizing
and interpreting visual stimuli. They learn to identify colours, shapes, patterns, and textures,
which contributes to their visual discrimination and categorization abilities. Moreover, art
encourages attention and concentration as children focus on details, follow instructions, and
engage in the creative process.

Art also promotes memory skills. When children create art, they make choices, plan their
compositions, and remember techniques they have learned. When recalling and applying
this information, their memory capacity and recall abilities are strengthened.
In addition to that, art activities can promote problem-solving and critical thinking skills.
When faced with artistic challenges, such as deciding on a composition, solving technical
issues, or expressing an idea visually, children engage in divergent thinking, exploring
multiple solutions and perspectives. They learn to think flexibly, make connections, and
evaluate their choices, enhancing their problem-solving and analytical skills.

Art gives a valuable platform for developing both fine motor skills and cognitive skills in
children. Through artistic exploration as well as creation, children improve their hand-eye
coordination, hand strength, and control, while also enhancing perceptual abilities,
attention, problem-solving, memory, and critical thinking skills.

Question 2

2.1 Principles of design are regarded as production concepts that are employed to present
an art as well as the craft product and they are ways together with approaches that artists,
crafters as well as designers, like graphic and web designers. They need to have the
knowledge of using elements of art to produce a work of art or craft product.

Balance- distribution of the visual weight of objects, textures, colours and space.

Emphasis-Drew the viewer’s by making the background stand out using the sun n crops or
plants in contrasting it with other areas which colours are mixed.

Movement- The viewer’s eyes takes trough the work of art which is normally close to the
focal areas, and it is directed along lines, shape, edges and colour within the work of art.

Pattern- Repetition of colours such as blue, white and orange over the work of art.

Repetition- Used the same pattern of colours to make the art seem active and repetition of
elements of design creates unity with the work of art.

Proportion- everything on the picture created a feeling of unity which made all the pieces
blend well with each other.

Rhythm- Created when one or more elements which the drawing blended in which made
feeling of organised movement as it was used repeatedly.

Variety-Held viewer’s attention by using elements of design which guide the viewer’s
attention as well as guiding the viewer’s eye through and around the work of art.

Unity- There is harmony between all the parts on the picture pf the work of art, which
creates a sense of completeness.

2.2 Rhythm: In the context of design refers to the repetition or alternation of visual
elements to create a sense of movement and flow. Teaching rhythm in a Foundation Phase
classroom can be done through various practical examples. Ways to introduce and explore
the concept of rhythm:

a. Pattern Making: Engage students in creating patterns using different materials such
as coloured blocks, beads, or shapes. Encourage them to repeat or alternate
elements in a sequence, fostering a sense of rhythm. For instance, they could
arrange blocks in a red-blue-red-blue pattern or create a sequence of shapes like
circle-square-triangle-circle-square-triangle.
b. Music and Movement: Connect rhythm in design with rhythm in music. Play various
songs or rhythms for the students and have them move their bodies in response to
the beat. Discuss how the repetitive or alternating nature of the music creates a
rhythmic pattern. Students can then translate these patterns into visual
representations by drawing or painting their interpretations.
c. Poetry and Rhymes: Introduce rhythmic patterns through poetry and rhymes.
Choose poems or nursery rhymes with distinct rhythmic patterns and read them
aloud to the students. Have them identify the repeated or alternating elements
within the text. Then, encourage them to create their own rhymes or poems with
rhythmic patterns, emphasizing the visual and auditory aspects of rhythm.

Variety: Variety in design involves the use of contrasting elements to create interest and
visual diversity. Teaching variety in a Foundation Phase classroom can be done through
engaging activities that encourage students to explore and appreciate the differences in
visual elements. Here are a few practical examples:

a. Collage Art: Provide students with a variety of materials such as coloured paper,
fabric, buttons, and magazine cutouts. Instruct them to create collages by combining
different textures, colours, and shapes. Encourage them to experiment with
contrasting elements, such as smooth and rough textures, bright and muted colours,
or geometric and organic shapes. This allows them to experience and understand the
concept of variety firsthand.
b. Nature Walk and Sketching: Take students on a nature walk around the school or
nearby park. Ask them to observe and sketch different natural objects they
encounter, such as leaves, flowers, or rocks. Encourage them to pay attention to the
variety of shapes, sizes, colours, and textures they find. Back in the classroom,
facilitate a discussion about the variety they observed and how it can be translated
into their artwork.
c. Still Life Study: Set up a still life arrangement with a collection of objects with distinct
characteristics. Have students observe and draw or paint the arrangement, paying
attention to the variety of shapes, colours, and textures within the composition.
Encourage them to experiment with different techniques and materials to capture
the diversity of the objects.

By incorporating these practical examples into the Foundation Phase classroom, teachers
can effectively introduce and explore the principles of rhythm and variety in design. Through
hands-on activities and discussions, students can develop an understanding and
appreciation for these principles, enhancing their artistic and visual literacy skills.
2.3 Art can play a significant role in enhancing various aspects of a child's development,
including emotional and social development. Here are some examples of how art can
contribute to each of these aspects:

 Emotional Development:

Art provides a creative outlet for children to express their emotions and explore their inner
world. Through art, children can:

a) Self-Expression: Art allows children to express their feelings, thoughts, and experiences
visually. They can use colours, shapes, and symbols to communicate their emotions,
whether it's happiness, sadness, anger, or fear. For example, a child might paint a vibrant
picture to represent their joy or create a dark and abstract artwork to express their sadness.

b) Emotional Awareness: Engaging in art activities helps children become more aware of
their emotions. They can reflect on how they feel while creating art and use it as a tool for
self-reflection and understanding. For instance, a child might notice that painting calming
landscapes helps them feel more peaceful and relaxed.

c) Coping Skills: Art offers children a healthy coping mechanism to deal with challenging
emotions. They can channel their frustration, anxiety, or stress into their artwork, allowing
them to process and manage their emotions constructively. For example, a child might use
clay or playdough to knead and shape when they are feeling tense or overwhelmed.

 Social Development:
Art provides opportunities for children to engage in social interactions and develop
important social skills. Through art, children can:

a) Collaboration: Art projects encourage collaboration and teamwork among children. They
can work together to create group murals, sculptures, or performances, fostering
cooperation, compromise, and communication. For instance, a group of children might work
together to paint a mural depicting a shared theme or idea.

b) Sharing and Feedback: Art allows children to share their creations with others and receive
feedback. This process helps develop their ability to communicate their ideas and accept
constructive criticism. They can learn to appreciate different perspectives and develop
empathy. For example, during a classroom art exhibition, children can showcase their
artwork and discuss their creative process with peers and teachers.

c) Cultural Appreciation: Art exposes children to various forms of artistic expression from
different cultures and traditions. It encourages them to appreciate and respect diverse
perspectives, fostering cultural understanding and inclusivity. For instance, children can
explore and create artwork inspired by different art styles, traditional crafts, or cultural
celebrations from around the world.
d) Self-Confidence: Engaging in art activities and receiving positive reinforcement can boost
a child's self-confidence. Creating something unique and meaningful helps them develop a
sense of pride and accomplishment. This increased self-confidence can extend beyond the
art domain and positively impact other areas of their life as well.

By incorporating art into a child's development, educators and caregivers can create a
supportive environment that nurtures emotional well-being and facilitates social
interactions, thereby promoting holistic growth.

2.4
Question 3

3.1 As a teacher, I can employ to stimulate critical thinking in learners through art by:

a) Analyze Artworks:
Encourage students to critically analyze artworks by asking thought-provoking
questions. Have them observe and interpret the elements, such as colour,
composition, and symbolism, and discuss their interpretations with reasoning and
evidence.
b) Compare and Contrast:
Present different artworks from various artists, styles, or periods and ask students to
compare and contrast them. This exercise can foster critical thinking by challenging
them to identify similarities, differences, and the underlying messages conveyed by
each artwork.
c) Art Critique:
Organize art critique sessions where learners share their own artworks or those of
their peers. Teach them how to give constructive feedback and encourage them to
articulate their thoughts and opinions, fostering critical thinking and communication
skills.
d) Problem-solving through Art:
Assign art projects that require leaners to solve problems creatively. For example,
ask them to create an artwork that addresses a social issue or represents a complex
concept, encouraging them to think critically about how to visually convey their
ideas.
e) Art Interpretation Debates:
Assign controversial or abstract artworks for analysis and interpretation. Divide the
class into groups and have them debate their interpretations, defending their
 reasoning with evidence from the artwork or historical context. This activity
promotes critical thinking, research skills, and effective communication.

f) Art and Current Events:

Integrate current events or societal issues into art discussions. Analyze artworks that
comment on these topics and encourage students to critically reflect on the artists'
perspectives and how art can be used to express opinions and advocate for change.

g) Artistic Decision-Making:
Encourage students to reflect on the choices artists make in creating their artworks.
Have them analyze the artist's use of materials, techniques, and subject matter, and
discuss the impact of these decisions on the overall message and viewer's
interpretation.
h) Art as a Source of Inspiration:
Use artworks as prompts for writing assignments or creative projects. Ask students
to examine an artwork and develop a story, poem, or performance piece inspired by
it. This exercise encourages critical thinking, imagination, and the ability to make
connections between different art forms.
i) Art Gallery Visits:
Plan field trips to art galleries or museums where students can observe and analyze a
wide range of artworks. Provide them with guiding questions or worksheets to
facilitate critical thinking and reflection during the visit.
j) Personal Artistic Statements:
Encourage students to develop their own artistic statements alongside their
artworks. Ask them to reflect on the purpose, meaning, and intended audience of
their creations. This process encourages critical thinking and self-reflection, as
students must articulate and defend their artistic choices.

3.2 To familiarize children in the pre-schematic stage (3 to 4 years) with drawing and help
them reach the milestones associated with this stage, here are five activities parents can do
at home:

a) Drawing Familiar Objects:

Encourage children to draw familiar objects from their daily lives, such as their
favourite toys, household items, or family members. Provide them with various
drawing materials like crayons, markers, or coloured pencils and allow them to freely
express their observations and interpretations through their drawings.

b) Shape Recognition:
Assist children recognize and name basic shapes by incorporating shape-focused
activities. Provide them with shape stencils or cut out shapes from coloured paper.
Ask them to identify and draw objects or scenes using these shapes as a foundation.
For example, they can create a house using rectangles and triangles or a flower using
circles.
c) Drawing from Observation:
 Encourage children to draw from observation by asking them to sketch things they
see in their environment. Take them on a nature walk or visit a park, and have them
observe and draw trees, flowers, or animals. This activity helps develop their visual
perception and attention to detail.

d) Collaborative Drawing:
Engage in collaborative drawing activities with your child. Start a drawing and ask
your child to add onto it, creating a back-and-forth dialogue on the paper. This
activity encourages imagination, cooperation, and the development of narrative
skills as they create stories through their drawings.

e) Storytelling through Drawings:

Encourage children to use their drawings to tell stories. After they create a drawing,
ask them to describe what is going on, who the characters are, and what might
happen next. This activity supports their language development and helps them
understand the narrative possibilities of their drawings.

Question 4

Lesson Title: Exploring Lines in Art

Grade Level: Grade 3

Introduction (5 minutes):

 Display the picture depicting different lines.

 Begin the lesson by asking students if they know what lines are and where they can
see lines in everyday life.
 Engage students in a short discussion about different types of lines they are familiar
with, such as straight lines, curved lines, and zigzag lines.
 Give examples off the artistic design movements which are Art, deco, Art Nouveau,
Ulm Design School and postmodernism.

Developmental Stage: Preparing for Activities (5 minutes):

 Explain to the students that artists use lines in various ways to create art.
 Show the picture and ask students to observe and identify different types of lines
they can see.
 Encourage them to describe the lines using adjectives like straight, wavy, or curved.
 Discuss how lines can create different feelings or moods in artwork.

Developmental Stage: Hands-on Activities (20 minutes):

 Provide each student with a sheet of drawing paper and drawing tools like pencils,
markers, or crayons.
  Instruct students to create their own artwork using different types of lines inspired
by the picture.
 Encourage them to experiment with the thickness, length, and direction of the lines.
 Circulate around the classroom to offer guidance and support as needed.

Assessment (10 minutes):

 After learners complete their artwork, have them share their drawings with a
partner or in small groups.
 Instruct them to discuss the types of lines they used and why they chose them.
 Ask students to explain the emotions or messages they aimed to convey through
their lines.
 Observe their ability to identify and describe different types of lines and assess their
understanding of how lines can be used in art.

Conclusion (5 minutes):

 Gather the learners together and discuss their experiences during the lesson.
 Recap the main points about the different types of lines and how artists use them to
create art.
 Ask the learners to reflect on how they used lines in their own artwork and how it
made them feel.
 Emphasize that lines are just one element of art and that artists use a combination of
elements to create various effects and expressions.

Extension Activity (optional): For students who finish early or show a strong interest in the
topic, I will provide additional materials, such as coloured pencils or pastels, and encourage
them to experiment with incorporating colour and shading techniques into their line
drawings. This extension activity allows them to further explore the possibilities of lines in
art.

References

UNISA Study guide- LSP1501/1/2021-2023

Engelbrecht, A. & Genis, G (eds.) 2019. Multiliteracies in Education – South African Perspectives.
Pretoria: van Schaik.

Fox, J.E & Schirrmacher, R. 2015. Art & Creative Development for young children. Eight Edition.
Cengage Learning, Australia.

Naude, M & Meier, C. 2017. Teaching Life Skills in Foundation Phase. Teaching art in the Foundation
Phase. Author M Wood. Pretoria: Van Schaik.

Odendaal, RM, de Jager, T (eds.). 2016. Creative Arts Education. Pretoria: van Schaik.