LSP1501 ASSIGNMENT 3 2026
DUE 30 JUNE 2026
QUESTION 1
SECTION A: PERFORMING ARTS Question 1
1.1 Look at each of the activities in column A and match them with an item in
column B.
Column A Column B
Singing a song to learn the ABCs Learn through
music
Learn to discriminate between different tempos Learn about music
Playing music in the background while learners do Learn with music
mathematics
Playing musical chairs Learn from music
Keeping the beat Learn about music
(Study Guide, LU2, section 2.6, p. 27):
Learn through music - using music as a direct teaching tool e.g. alphabet song.
Learn about music- developing musical concepts (tempo, beat).
Learn with music - music as background to enhance other learning.
Learn from music - music creates a social/motivational context e.g. musical chairs.
(Online lesson LU2 Lesson 3 – Resources to teach music)
,1.2 Performing arts activities – Yes/No (8)
Activity Yes (Performing No
arts)
a) Sensory play in the sand No
b) Free play in the fantasy corner No
c) Obstacle course No
d) Multiple station activities No
e) Teaching children to play musical instruments (piano, Yes
violin, flute)
f) Teach children to dance the cha cha, tango, ballet Yes
g) Doing star jumps to warm up No
h) Being able to memorise and repeat a rhythmic pattern Yes
(Study Guide, LU1, p. 2 – Performing arts = music, dance, drama):
Performing arts involve creative expression through sound, movement, and role-play.
Playing instruments, dancing, and rhythmic repetition are core performing arts. Sensory
play, free play, obstacle courses, station activities, and warm-up jumps belong
to Physical Education or play, not performing arts.
1.3 Relationship between music skills and early reading (implied question from
text)
Based on the text by Anvari, Trainor, Woodside and Levy (2002):
Music skills e.g., pitch discrimination, rhythm, auditory perception are correlated with
phonological awareness and early reading ability. Both music and reading share the
, same auditory mechanisms, the ability to hear, distinguish, and sequence sounds.
Children who develop strong auditory discrimination through music are better able to
segment words into phonemes, which is essential for learning to read.
(Study Guide, LU1, section 1.3.1, p. 4 Cognitive development; also LU1, p. 12)
1.4 One story (children’s literature) for dramatic play
We’re Going on a Bear Hunt
Author: Michael Rosen
The story has repetitive phrases, sound effects, and different settings long grass, river,
mud, forest, snowstorm. Learners can improvise movements, sounds, and facial
expressions to represent each obstacle. It encourages cooperation, sequencing, and
problem-solving, perfect for drama-in-education.
(Study Guide, LU5, section 5.4 Elements of child drama, p. 47; also online lesson LU5
Lesson 1)
DUE 30 JUNE 2026
QUESTION 1
SECTION A: PERFORMING ARTS Question 1
1.1 Look at each of the activities in column A and match them with an item in
column B.
Column A Column B
Singing a song to learn the ABCs Learn through
music
Learn to discriminate between different tempos Learn about music
Playing music in the background while learners do Learn with music
mathematics
Playing musical chairs Learn from music
Keeping the beat Learn about music
(Study Guide, LU2, section 2.6, p. 27):
Learn through music - using music as a direct teaching tool e.g. alphabet song.
Learn about music- developing musical concepts (tempo, beat).
Learn with music - music as background to enhance other learning.
Learn from music - music creates a social/motivational context e.g. musical chairs.
(Online lesson LU2 Lesson 3 – Resources to teach music)
,1.2 Performing arts activities – Yes/No (8)
Activity Yes (Performing No
arts)
a) Sensory play in the sand No
b) Free play in the fantasy corner No
c) Obstacle course No
d) Multiple station activities No
e) Teaching children to play musical instruments (piano, Yes
violin, flute)
f) Teach children to dance the cha cha, tango, ballet Yes
g) Doing star jumps to warm up No
h) Being able to memorise and repeat a rhythmic pattern Yes
(Study Guide, LU1, p. 2 – Performing arts = music, dance, drama):
Performing arts involve creative expression through sound, movement, and role-play.
Playing instruments, dancing, and rhythmic repetition are core performing arts. Sensory
play, free play, obstacle courses, station activities, and warm-up jumps belong
to Physical Education or play, not performing arts.
1.3 Relationship between music skills and early reading (implied question from
text)
Based on the text by Anvari, Trainor, Woodside and Levy (2002):
Music skills e.g., pitch discrimination, rhythm, auditory perception are correlated with
phonological awareness and early reading ability. Both music and reading share the
, same auditory mechanisms, the ability to hear, distinguish, and sequence sounds.
Children who develop strong auditory discrimination through music are better able to
segment words into phonemes, which is essential for learning to read.
(Study Guide, LU1, section 1.3.1, p. 4 Cognitive development; also LU1, p. 12)
1.4 One story (children’s literature) for dramatic play
We’re Going on a Bear Hunt
Author: Michael Rosen
The story has repetitive phrases, sound effects, and different settings long grass, river,
mud, forest, snowstorm. Learners can improvise movements, sounds, and facial
expressions to represent each obstacle. It encourages cooperation, sequencing, and
problem-solving, perfect for drama-in-education.
(Study Guide, LU5, section 5.4 Elements of child drama, p. 47; also online lesson LU5
Lesson 1)
