Student Name:
Student Number :
Module Code:
Question 1
1.1.
COLUMN A COLUMN B
A. Singing a song to learn the ABCs Learn through music
B. Learning to discriminate between Learn about music
different tempos
C. Playing music in the background Learn with music
while learners are doing
mathematics
D. Playing musical chairs Learn from music
E. Keeping the beat Learn from music
1.2. Activities that are not performing arts
Activity Yes No
a Sensory play in the sand X
b Free play in the fantasy corner X
c Obstacle course X
d Multiple-station activities X
e Teaching children to play musical instruments,
such as the piano, violin or flute
f Teaching children to dance the cha cha, tango
and/or ballet
g Doing star jumps to warm up X
h Being able to memorise and repeat a rhythmic
pattern
1.3. Roles of a performing arts teacher
● Monitoring learners during rehearsal
● Planning the activities to be performed
● Making suggestions and giving suggestions to learners during
the dance class
● Being flexible to adapt
● Creating a coherent dance session
1.4. Dramatic play
Story: A Christmas Carol
Author: Charles Dickens
The story line is about a character Scrooge who hates Christmas and
is visited by a ghost who changes him to see the value of
generosity. Here the dramatic play will be done by the children
playing the two main characters.
The value of kindness and generosity is the outcome from the story
line, the students will be taught these two main values.
Question 2
2.1. Flash cards for rhythmic patterns
2.2. Two sets of flash cards
2.3. Step by step instructions for a Dance activity
1. Theme of the dance: Circles
2. Beginning: The dancers will be instructed to enter the stage using
two lines, this will ensure that they will create two circles in the
middle of the stage.
3. Section 1: The students move from the circle to an open space
and perform circle motif (Group of movements) in unison.
4. Part 2: Dancers move to small groups and illustrate their own
choreography connected to the theme of circles for 16 counts.
Perform in canon.
5. Part 3: Form again as one big circle and repeat hand motif.
6. The ending: Back in the tiny groups holding a circle inspired
freeze position.
2.4. Unstructured Dance instructions
The dance is unstructured, there will be the following instructions:
a). Part 1 : Dance party instruction: The students are asked to dance
freely to music of their own choice.
b). Part 2: Animal Dance: the students will be required to choose their own
animal and imitate the animal using dance moves.
c.) Part 3: Group Improv dance: The students will be asked to dance in
groups and take turns to do routine dance movements and impromptu
dance.
d.) Part 4: Free dance – The teacher will play up beat music and the
students will be asked to dance freely around the classroom.
Question 3
3.1
Notes Beats
A Tooth brush Whole note/ 4
semibreve beats
B Cavity Half note / 2
minim beats
C Consultation Crotchet / 1
quarter note beats
D Mouth Dotted minim 3
beats
3.2
3.3
Instrument
A : triangle Non-melodic
Percussion techniques. Students can be exploring different striking
points to produce different sounds like damping or muting the
sound by touching the triangle with their hand or the beater.
B: drum Non-melodic
The drum is an excellent instrument for teaching rhythm. Students
can learn about beat, tempo, and various rhythmic patterns by
playing the drum
C: xylophone Melodic
Students can explore pitch and arrangements of notes.
D: shakers Non-melodic
Ideal for exploring dynamics by either shaking hard or softly the
instruments
E: thumb piano Melodic
It can be used to teach the concept of melody. Students can learn t
play simple tunes and explore pitch, intervals, and basic melodic
patterns using the thumb piano.
3.4 A body percussion dance routine comprising at least 10 actions
1. Clap: Start with a simple clap, bringing your hands together
forcefully.
2. Slap Thighs: Slap your thighs with both hands simultaneously,
generating a percussive sound.
3. Click: Use your tongue to make a clicking sound against the roof
of your mouth.
4. Thump: Use the side of your fist to hit your chest or a flat
surface, producing a deep thumping sound.
5. Clap Behind Back: Clap your hands together behind your back,
creating a dramatic sound effect.
6. Stomp: Perform a stomp by bringing one foot down firmly on the
ground.
7. Snap: Use your thumb and middle finger to create a snapping
sound by quickly bringing them together.
8. Pat Chest: Pat your chest with both hands alternately, creating a
rhythmic sound.
9. Stamp: Lift one foot and stomp it down forcefully, alternating
between your feet to create a rhythmic pattern.
10. Wave: Extend your arms and move them in a wave-like
motion, starting from one side and progressing to the other.
Question 4
4.1. Home made instruments
Instrument 1
Instrument 2
Instrument 3
Instrument 4
4.2
Song Prompts
Twinkle, Twinkle, little
star
How I wonder what
you are!
Up above the world
so high,
Like a diamond in the
sky
Twinkle twinke little
star
How I wonder what
you are!
4.3 Skills developed in the above activity, with at least two skills
within each of the four developmental areas:
● Cognitive Development:
- Reading Comprehension: Understanding and interpreting the lyrics
of the song.
- Sequencing: Organizing the instruments and their corresponding
prompts in a logical order.
● Physical Development:
- Fine Motor Skills: Manipulating the instruments to produce sound.
- Hand-Eye Coordination: Hitting or shaking the instruments at the
right time based on the prompts.
● Social and Emotional Development:
- Collaboration: Working together as a percussion band to play the
song.
- Self-Expression: Expressing creativity and emotions through
playing the instruments.
● Creative Development:
- Musical Creativity: Exploring different ways to play the instruments
and add personal flair to the performance.
- Visual Representation: Creating visual aids with images to enhance
understanding and engagement.
4.4. Benefits of Performing Arts
a). On reading skills
Performing arts stimulates memory of the students and this improves
their reading skills as they will not forget what they would have read.
Performing arts also improves the students vocabulary, through music
and dance the students will be introduced to ne vocabulary.
The concept of repetition as used during the teaching of performing
arts can be applied to treading skills as students repeat whatever they
read and this ensures that they do not forget the concept.
b). On mathematical concepts
Mathematical concepts such as addition and subtraction can be
enacted in improvised play.
Moreover, performing arts encourage problem -solving and develop
students’ mathematical concepts.
According to Faber (2017), dance is the intentional embodiment of
thought. Hence the exploration of form and shape through performing
arts leads to improved comprehension of mathematical concepts.
Furthermore, Dance can be integrated with music, as well as
mathematics, as learners count the number of beats per dance tempo.
This further improves their mathematical skills and awareness.
