, PLEASE USE THIS DOCUMENT AS A GUIDE ONLY
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.
A - Learn through music
B - Learn about music
C - Learn with music
D - Learn from music
E - Learn about music
1.2 Which of the following activities are NOT examples of performing arts activities?
a - No
b - No
c - No
d - No
e - Yes
f - Yes
g - No
h - Yes
1.3 Critically evaluate the claim that music skills support children’s phonological awareness and
early reading development, using the findings of Anvari, Trainor, Woodside, and Levy (2002),
and explain how children expand their vocabulary as they grow.
The claim that music skills support children's phonological awareness and early reading development
is valid and well-supported by the findings of Anvari, Trainor, Woodside, and Levy (2002). Their
research established a correlation between music skills and phonological awareness, indicating that
the basic auditory skills required for music perception share similar auditory mechanisms with those
needed for early reading (LSP1501, Study Guide, p. 12). This suggests that engaging in musical
activities, such as discriminating between different sounds, rhythms, and pitches, strengthens the
same auditory processing abilities that help children break down and manipulate the sounds in
spoken words—a critical skill for reading development.
The study guide further explains that as children get older, they expand their vocabulary by making
connections between words and their meanings (LSP1501, Study Guide, p. 12). This expansion
occurs through increased exposure to language in various contexts, including music and songs,
which introduce new words and reinforce their meanings in memorable, engaging ways.
Additionally, children begin to understand relationships between words, enhancing their ability to
comprehend and use language effectively.
, However, while the correlation is strong, it is important to note that correlation does not imply
causation. The study guide also highlights that musical training has been found to accelerate brain
development in areas responsible for language processing, speech perception, and reading skills
(LSP1501, Study Guide, pp. 12-13). Nevertheless, phonological awareness and reading development
are influenced by multiple factors, including home environment, quality of instruction, and
individual differences. Therefore, music skills are a valuable supportive factor rather than a sole
determinant of reading success.
1.4 Identify one story (children’s literature) you can use as a scenario to explore in a dramatic
play lesson. Give the title and author.
Title: The Three Little Bears
Author: Traditional/Robert Southey (commonly attributed)
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.
A - Learn through music
B - Learn about music
C - Learn with music
D - Learn from music
E - Learn about music
1.2 Which of the following activities are NOT examples of performing arts activities?
a - No
b - No
c - No
d - No
e - Yes
f - Yes
g - No
h - Yes
1.3 Critically evaluate the claim that music skills support children’s phonological awareness and
early reading development, using the findings of Anvari, Trainor, Woodside, and Levy (2002),
and explain how children expand their vocabulary as they grow.
The claim that music skills support children's phonological awareness and early reading development
is valid and well-supported by the findings of Anvari, Trainor, Woodside, and Levy (2002). Their
research established a correlation between music skills and phonological awareness, indicating that
the basic auditory skills required for music perception share similar auditory mechanisms with those
needed for early reading (LSP1501, Study Guide, p. 12). This suggests that engaging in musical
activities, such as discriminating between different sounds, rhythms, and pitches, strengthens the
same auditory processing abilities that help children break down and manipulate the sounds in
spoken words—a critical skill for reading development.
The study guide further explains that as children get older, they expand their vocabulary by making
connections between words and their meanings (LSP1501, Study Guide, p. 12). This expansion
occurs through increased exposure to language in various contexts, including music and songs,
which introduce new words and reinforce their meanings in memorable, engaging ways.
Additionally, children begin to understand relationships between words, enhancing their ability to
comprehend and use language effectively.
, However, while the correlation is strong, it is important to note that correlation does not imply
causation. The study guide also highlights that musical training has been found to accelerate brain
development in areas responsible for language processing, speech perception, and reading skills
(LSP1501, Study Guide, pp. 12-13). Nevertheless, phonological awareness and reading development
are influenced by multiple factors, including home environment, quality of instruction, and
individual differences. Therefore, music skills are a valuable supportive factor rather than a sole
determinant of reading success.
1.4 Identify one story (children’s literature) you can use as a scenario to explore in a dramatic
play lesson. Give the title and author.
Title: The Three Little Bears
Author: Traditional/Robert Southey (commonly attributed)
