Answer to Question #206533 in English for Mbalenhle

Question

 1. Name and discuss any five (5) advantages of Creative Arts teaching. (10)

2. Name and discuss the various creative art forms. (15) 

3. Distinguish between 2D and 3D art and discuss the different techniques related to each. (15)

4. The drama teacher has to consider certain practical issues to ensure the success of drama activities. Name and discuss the aspects that need to be considered for successful drama teaching. (15) 

5. It is important to have creative activities in the music classroom. Discuss how you would develop learner’s creative skills as well as successful creative music activities. (15)

6. Discuss the aim, purpose and value of dance education. (15)

7. Distinguish between the different teaching and learning adaptations in the arts classroom (all the art forms) for learners with disabilities. (15)  

TOTAL [100] 

Answer 1

Question one.

1. Creativity. This may seem like a no-brainer, but the arts allow kids to express themselves better than math or science. As the post says: In an arts program, your child will be asked to recite a monologue in six different ways, create a painting that represents a memory, or compose a new rhythm to enhance a piece of music. If children have practice creative thinking, it will come naturally to them now and in their future career.

2. Improved Academic Performance. The arts don’t just develop a child’s creativity—the skills they learn because of them spill over into academic achievement. says, “A report by Americans for the Arts states that young people who participate regularly in the arts (three hours a day on three days each week through one full year) are four times more likely to be recognized for academic achievement, to participate in a math and science fair or to win an award for writing an essay or poem than children who do not participate.”

3. Motor Skills. This applies mostly to younger kids who do art or play an instrument. Simple things like holding a paintbrush and scribbling with a crayon are an important element to developing a child’s fine motor skills. According to the health institutions, developmental milestones around age three should include drawing a circle and beginning to use safety scissors. Around age four, children may be able to draw a square and begin cutting straight lines with scissors.

4. Confidence. While mastering a subject certainly builds a student’s confidence, there is something special about participating in the arts. Getting up on a stage and singing gives kids a chance to step outside their comfort zone. As they improve and see their own progress, their self-confidence will continue to grow.

5. Visual Learning. Especially for young kids, drawing, painting, and sculpting in art class help develop visual-spatial skills. Dr. Kerry Freedman, Head of Art and Design Education at Northern Illinois University says, Children need to know more about the world than just what they can learn through text and numbers. Art education teaches students how to interpret, criticize, and use visual information, and how to make choices based on it.

 

Question two.

1.Painting-Painting is a form of expressing your artistic vision using paint as the primary medium. An artist who worked predominantly in this medium is known as a painter and develops their work by applying different colored paints onto a solid surface, usually a canvas, to produce a work of art. Paints are generally oil, acrylic, or watercolor, but you can also paint with pigments, dyes, and inks or incorporate other materials.

2.sculpture-A sculpture creates three-dimensional visual images, traditionally using materials such as clay, stone, ceramics, metals, or wood. However, modern sculptors have almost any object at their disposal to create a sculpture, including metals, plastics, glass, or found objects. Contemporary sculptors also have a wider variety of techniques at their disposal, including welding, carving, assembling, or modeling.

3. Architecture -is the art form you pass every day without realizing or fully appreciating it as an art form. Architecture is the art of structures, and we could reasonably date architecture back to the point when man first created shelter. However, the more common perception of architecture as an art form relates to just a handful of buildings that are particularly beautiful or awe-inspiring.

Question three

2D or2 dimension is viewed as a drawing on paper or a cartoon on screen. It may be said that a cartoon is called2d due to the fact it has2 dimensions: The moving character and the stationary background.

3D or3 dimension is observed in everyday life and in computer generated graphics. The entire sides of the image can be observed. in2d you can only see a flat surface. In3D you can observe an entire object in different angles, such things are possible through the use of computer generated graphics.

Three-dimensional imagery cannot be created without duplicating the effect of two eyes working in tandem, which allows three-dimensional perceptive effects such as depth perception. Early3D technology imitated this process with dual-camera or dual-lens setups. Modern computer technology can easily create realistic effects in both3D and2D.

 

Question 4

Confidence and bravery

It takes courage to try new things in a drama class, especially exercises that push students outside of their comfort zone. Taking risks doesn’t come naturally to everyone, especially when there is the potential for students to look foolish in front of their peers. Drama class helps students gain confidence to take these risks and push themselves to try new things.

Learning transferable skills

Participation, dealing with groups of people, working individually and as a team to complete a project, time management, public speaking, leading and following, problem solving, rote memorization, critical thinking and articulating thoughts, and multi-tasking. These are all skills used both in drama classes and while working on productions

Problem solving and critical thinking

n the theatre, it’s not a case of what will go wrong–it’s when something will go wrong! And when it does go wrong (like if a prop breaks or someone forgets their lines), what will your students do? If it’s figure out a solution and make it work however they can, then they’ve succeeded. Being able to articulate the “why” in drama class means that your students are on the road to success!

Improvement: learning new skills and practicing

There are so many different types of theatre, all with their own nuances, challenges, and connections. No matter how skilled or experienced actors are, they are constantly learning and practicing to improve their skills. Successful drama students are those who are willing to put in the work necessary to learn new skills; practice to improve those skills; and (going forward) make connections between skills

Question 5

Creativity is not only the creation of new ideas, but also the creative use of known elements or knowledge for new purposes and in new ways. Music provides a number of venues for learners to be creative. These include improvisation, composition and performance:

       i.           Improvisation: It is music made on the spur of the moment. In order to improvise, learners will rely on and apply existing knowledge and skills. No long- term preparation and practice is involved.

     ii.           Composition: It refers to music that learners have planned, notated and recorded which is for long-term involvement.

   iii.           Performance: Any music performance becomes creative when dynamic levels, tempo and instruments are added creatively. Teachers should try to give each learner an opportunity to stimulate their activity and learning in general, and in so doing, develop a positive self-concept and healthy self-esteem. Learners need to be provided with opportunities to experience sound in its ultimate form by creating and manipulating it. The teacher must try to make materials accessible, promoting progress. The teacher must remain in the background while he/she act as a guide or supervisor

Question 6

Artistic dance education serves to stimulate conscious understanding of the language of movement and to develop aesthetic knowledge and skill in movement expression. Education in the art of dance provides students with deep, thought-provoking experiences that combine many art forms and disciplines.

Physical Health: Dance was first included in educational curricula at the turn of

the century to promote physical wellbeing. It found its home in girls’ physical

education as a non-competitive activity that promoted flexibility, strength,

coordination, and gracefulness. Today, we know dance also beneficially

addresses cardiovascular health, childhood obesity, bone formation, joint

stability, neurological development, and other physical childhood issues. 

  

   Emotional Maturation: Participation in dance is an enjoyable experience for most

students, and it promotes self-confidence, self-esteem, and a strong sense of

self-identity. When students are able to express feelings and ideas through

artistic movement, they gain self-awareness and often self-acceptance. Creative

movement experiences promote both self-reflection and a deeper appreciation for

others. The communal nature of dance learning often helps students who might

otherwise feel isolated or alienated in group settings.

    Social Awareness: Studying dance increases students’ social awareness and

skills on many levels. Students become more aware of the values and beliefs of

their own and different societies by performing and analyzing diverse dances.

When dancing together, students learn to be united as a group through

coordinated action and rhythms. Students learn to cooperate with one another

toward mutual goals when working on collaborative movement projects. They

learn to respect one another’s efforts and appreciate one another’s diverse

cultural heritages. 

  

 Cognitive Development: There is anecdotal evidence that early motor

development involves sequences of movements that develop neurology for later

learning. As infants roll, sit, crawl, and walk, cross-lateral movement patterns

engage cross-hemispheric brain functions that stimulate vestibular activities in

the brain and the growth of the corpus callosum. Skill in spatial patterning and

even reading has been known to be affected by this development.

Question 7

For many learners with disabilities and for many without the key to success in the classroom lies in having appropriate adaptations, accommodations, and modifications made to the instruction and other classroom activities. Some adaptations are as simple as moving a distractible student to the front of the class or away from the pencil sharpener or the window. Other modifications may involve changing the way that material is presented or the way that learners respond to show their learning. As part of inclusion here are a few ideas that may be helpful:

 1. Make sure the child can access the art materials comfortably. Proper ergonomics are key to a successful art experience. The Height Right Chair (minus the tray) pushed up to an art table is a great accommodation for a student that needs extra support. The inclusive stool-like design, with adjustable seat and footrest height allow for more stability and security and can be configured for varying age ranges.

 2. Consider using a lightbox for children with multiple disabilities including cognitive and/or visual impairments. These can be configured for desktop use and may help with contrasts during tracing and other activities