LSP1501

Assignmenet 05

LSP1501
ASSIGNMENT 05
STUDENT NUMBER 62978543
STUDENT NAMES THOBELANI MABIZELA
Question 1
1.1 True
1.2 False
1.3 True
1.4 False

Question 2
2.1 Installation Art
2.2 Ceramics/Pottery
2.3 Collage
2.4 Drawing
2.5 Printmaking

Question 3

3.1. Art activities can be a powerful tool to encourage social

development in young children. Here are some strategies you could
use in your Grade 1 class:

 Group Art Projects:

Organize activities where children can work together on a large art
project. This could be a big mural or a collage where each child
contributes a piece. This encourages teamwork, cooperation, and
communication among the children.

 Art Show and Tell:

Allow children to present their artwork to the class and talk about
what they made and why. This can boost their confidence, improve
their communication skills, and foster respect and appreciation for
others’ work.

 Role Play:
Use art to encourage role play. For example, children could make
puppets and then use them in a puppet show. This can help
children understand different perspectives and develop empathy.

 Art Stations:
Set up different art stations in the classroom with different
materials (clay, crayons, recycled materials, etc.). Encourage
children to move between stations and interact with different peers.
This can promote social interaction and the sharing of materials
and ideas.

 Art as a Response:
Use art as a response to stories or events. After reading a story or
learning about a particular event, have the children create art
3.2. Vygotsky’s Theory and Assisting the Child in Making the
Scribble
Vygotsky's theory emphasizes the role of social interaction and cultural
context in cognitive development. To assist a child in making a scribble, I
would consider the child's zone of proximal development (ZPD), which is
the difference between what a child can do independently and what they
can do with assistance. For a child around 3-4 years old, suitable for
scribbling, I would provide the following assistance:

 Scaffolding: I would offer guidance and support as the child makes

the scribble, providing prompts and encouragement to help them
develop their skills.
 Social Interaction: Encouraging peer interaction and collaboration,
allowing children to observe and learn from each other's scribbling.
 Cultural Tools: Providing appropriate materials such as large
crayons or markers and different types of paper to support the
child's scribbling.

3.3. Imagine that you are a Grade R teacher in Galop Primary

school. It is the last day of school following heritage day. You have
invited parents to celebrate this day with their children

a. To create an inviting and engaging environment in the

classroom, I would focus on showcasing the children's
creativity and their connection to their heritage. Here's
what I would do:

 Artwork Display: I would display the children's artwork

around the classroom. This could include drawings,
paintings, collages, and sculptures that they have created
throughout the year. Each piece of art would have a small
label with the child's name and a brief description of the
work.

 Heritage Wall: I would dedicate a wall to "Our Heritage".

Children could bring in photos, artifacts, or drawings that
represent their family's heritage and culture. This would not
only make the parents feel welcomed but also show them
that we value diversity and inclusion in our classroom.

 Interactive Stations: I would set up interactive art stations

where parents and children can engage in simple art
 activities together. This could include a clay station, a
drawing station, and a collage station. This would give
parents a glimpse into the kind of hands-on, creative learning
that happens in our classroom.

 Photo Slideshow: I would have a slideshow running on a

screen showing photos of the children engaged in art
activities throughout the year. This would give parents an
insight into the learning process and the fun their children
have in the art classroom.

b. The suitable theme for this environment would be "Celebrating

Our Heritage through Art". This theme is appropriate because it
ties in with the celebration of Heritage Day. It allows children to
express their understanding and appreciation of their own
heritage through art. It also provides an opportunity for parents
to see how art education in the classroom respects and values
the diverse cultures and heritages of the students. This theme
would make the parents aware that their children are not only
well accommodated in the art classroom but also that their
cultural backgrounds are acknowledged and celebrated. This
can foster a sense of belonging and pride among the students
and their parents.

Question 4
4.1. Elements of art

 Line:
This is a mark made on a surface. It can be thick, thin, wavy,
straight, zigzag, or any other type. Lines often define the edges of
a form and can lead the eye in a certain direction.

 Shape:
This refers to the enclosed space that is the result of lines, colors,
and textures. Shapes can be geometric (like squares and circles)
or organic (like free-form or natural shapes).

 Color:
This refers to the hues, and it has three basic properties: hue (the
name of the color, like red, green, blue, etc.), value (how light or
dark it is), and intensity (how bright or dull it is).

 Texture:
 This refers to the surface quality or "feel" of an object, its
smoothness, roughness, softness, etc. Texture can be physical
(like the feel of an actual surface) or visual (the look of a surface
without physically touching it).

 Form:
This refers to a three-dimensional object in space. It has length,
width, and depth. Forms can be geometric or organic.

 Value:
This refers to the lightness or darkness of a color. It defines form
and creates spatial illusions. Contrast of value separates objects in
space, while gradation of value suggests mass and contour of a
contiguous surface.

 Space:
This refers to the distances or areas around, between, or within
components of a piece. Space can be positive (white or light) or
negative (black or dark), open or closed, shallow or deep, and two-
dimensional or three-dimensional.

4.2. Distinguish between the 2D and 3D; provide examples.

2D (Two-Dimensional)
 2D refers to something that has two dimensions: length and width.
 These are flat objects that only have height and width, but no
depth.
 They can be measured in terms of x-axis and y-axis.
 Examples of 2D objects include a square, a circle, or a triangle. In
the art world, drawings and paintings are typically considered 2D
because they occur on a flat surface and convey height and width,
but not depth.

3D (Three-Dimensional)
 3D refers to objects that have three dimensions: length, width, and
depth.
 These objects have a sense of depth or volume and are not flat.
 They can be measured in terms of x-axis, y-axis, and z-axis.
 Examples of 3D objects include a cube, a sphere, or a pyramid. In
the art world, sculptures and installations are considered 3D
because they occupy space and have volume.
4.3. Lines, as an element of art, can be found in a variety of
situations and objects. Here are some examples:

 Long and Short Lines:

These can be found in architectural designs. For instance, long
lines might be used to create the illusion of height in a skyscraper,
while short lines might be used in the design of a window or door.
 Thick and Thin Lines:
These are often used in drawings or paintings to create emphasis
or depth. A thick line might be used to outline the main subject of a
piece, while thin lines might be used for details or to create a
sense of distance.
 Big and Small Sized Lines:
These can be found in typography or graphic design. Big lines
might be used for headings or important information, while small
lines might be used for body text or less important details.
 Horizontal and Vertical Lines:
These are common in landscapes or cityscapes. Horizontal lines
might represent the horizon or a calm body of water, while vertical
lines might represent trees or buildings.
 Back and Forward Lines:
These can be found in optical illusions or 3D art. Lines that appear
to move back create a sense of depth, while lines that appear to
move forward create a sense of closeness.
 Dark and Light Lines:
These are used in shading or creating contrast. Dark lines might
be used to show shadow or depth, while light lines might be used
to show highlights or areas hit by light.
 Fast and Slow Lines:
These can be found in action drawings or comic strips. Fast lines
might be used to represent movement or speed, like a speeding
car, while slow lines might be used to represent calmness or
stillness, like a sleeping cat.
 Sharp and Soft Lines:
These can be found in character designs or cartoons. Sharp lines
might be used to represent harsh or angular features, like a
villain’s face, while soft lines might be used to represent gentle or
rounded features, like a baby’s face.
Question 5

5.1. As for using a 3D geometrical shape as a resource in a foundation

phase subject, let's consider Mathematics. A 3D shape can be an
excellent tool to teach children about geometry, specifically solid shapes.
For example, if the 3D shape is a cube, you can use it to teach children
about edges, vertices, and faces. You can also use it to introduce the
concept of volume. Children can compare the cube to other 3D shapes
like a sphere or a cylinder, noting the differences and similarities. This
hands-on approach can make learning more interactive and fun, helping
children to understand and remember the concepts better.

5.2. Principles of Design

 Balance:
Balance refers to the distribution of visual weight in a
design. It can be achieved through symmetrical,
asymmetrical, or radial arrangements. Symmetrical
balance is achieved when elements are evenly distributed
on either side of a central axis, creating a sense of
stability. Asymmetrical balance involves arranging
elements of different sizes and visual weight to create a
sense of equilibrium. Radial balance is achieved by
arranging elements around a central point.

 Contrast:
Contrast refers to the juxtaposition of different elements to
create visual interest and emphasis. It can be achieved
through variations in color, size, shape, texture, or value.
Contrast helps to highlight important elements and create
a sense of hierarchy in a design.

 Emphasis:
Emphasis is the focal point or center of interest in a
design. It is used to draw attention to specific elements or
areas. Emphasis can be created through contrast, color,
size, placement, or by using different visual techniques
such as using bold or italicized text.
  Repetition:
Repetition involves using consistent visual elements
throughout a design to create unity and cohesion. It can
be achieved through repeating colours, shapes, patterns,
or typography. Repetition helps to establish a sense of
rhythm and reinforce the overall design concept.

 Proportion:
Proportion refers to the size and scale of elements in
relation to each other and the overall design. It involves
finding the right balance between different elements to
create a visually pleasing composition. Proportion can be
used to create a sense of harmony, hierarchy, or to
emphasize certain elements.

5.3. Critically discuss this statement by supporting with

examples that are related to your experiences as a child or
in the classroom environment as a teacher.

The statement emphasizes the importance of integrating art

with other subjects in the classroom, which is indeed a best
practice in education. This approach, endorsed by Silverstein
and Layne (2010), allows learners to construct and
demonstrate understanding through an art form, engaging in a
creative process that connects an art form and other learning
areas.
Benefits of Art Integration:
Art integration can enhance learning in several ways. For instance, a
history lesson can be enriched by having students create artwork related
to the time period they are studying. This not only makes the lesson
more engaging but also helps students better understand and remember
the material. Similarly, in a science class, students could create
diagrams or models to visualize complex concepts.
Promoting Cultural Understanding:
Art can indeed promote international understanding of different societies.
Art is a universal language that transcends cultural and linguistic
barriers. By creating and sharing art, students can learn about different
cultures and traditions, fostering empathy and respect for diversity.
Visualizing the World:
Art provides children with an opportunity to visualize their world from
myriad perspectives. For example, in a geography lesson, students
could create maps or landscapes, helping them to visualize different
geographical features and understand spatial relationships.

Integration with Other Learning Areas:

Art can be integrated with other learning areas through concepts and
relevant themes. For example, in a mathematics lesson, students could
use geometric shapes to create artwork, helping them to understand
geometric concepts in a fun and creative way.

Role in Early Childhood Programmes:

Art has traditionally been an important part of early childhood
programmes. It helps children develop their cognitive, social, and motor
abilities. For example, drawing and painting can enhance fine motor
skills, while group art projects can foster teamwork and communication
skills.
 HONESTY DECLARATION FOR THE DEPARTMENT OF EARLY CHILDHOOD
EDUCATION
Module code: LSP1501 Assessment date: 19 /06/ 2024
1. I know that plagiarism means taking and using the ideas, writings, works or
inventions of another person as if they were my own. I know that plagiarism includes not
only verbatim copying, but also the extensive use of another person’s ideas without
proper acknowledgement (which includes the proper use of quotation marks) or any
attempt to cheat Turnitin. I know that plagiarism covers copying of material found in
textual sources and from the internet.
2. I acknowledge and understand that plagiarism is wrong.
3. I understand that my assignment/examination answers must be accurately referenced.
4. This assignment/examination file/portfolio is my own work. I acknowledge that copying
someone else’s work – or part thereof – is wrong, and that submitting work that is
identical to that of others constitutes a form of plagiarism.
5. I have not allowed anyone to copy my work with the intention of passing it off as their
own work.
6. I understand that I might be awarded 0% if I have plagiarised.
7. I confirm that I have read and understood the following Unisa policies:
7.1 Policy for Copyright Infringement and Plagiarism
7.2 Policy on Academic Integrity
7.3 Student Disciplinary Code
Name: Thobelani Mabizela Student number: 62978543
Signed TC Mabizela Date: 13/06/2024