LSP1501
Assignment 3 2025
Unique #:
Due Date: 19 May 2025
Detailed solutions, explanations, workings
and references.
+27 81 278 3372
, SECTION A: PERFORMING ARTS
QUESTION 1
1.1
Music is naturally integrated into everyday life from early childhood, often without
deliberate effort. One way is through social and family interactions such as
birthday celebrations or bedtime routines. For example, caregivers may sing
lullabies to soothe children or sing along during parties to create a festive mood.
Another common way music is included is through religious or cultural
ceremonies, such as praise and worship sessions in churches or traditional
community gatherings where singing and rhythmic movement play a central role.
These musical experiences provide emotional comfort, establish routine, and
strengthen cultural identity (Lindeman 2016:2; Campbell & Scott-Kassner
2014:3).
1.2
Music significantly affects the emotional state of young children by creating calm,
joyful, or energising atmospheres. Because music is processed in the emotional
centres of the brain, it can soothe children when they are anxious or upset. For
example, soft lullabies or calming instrumental music can ease tension and help
children feel secure. Conversely, upbeat music can energise children, making
them more enthusiastic and ready to engage in activities. Van Vreden (2020)
notes that music enhances focus and on-task behaviour, helping learners
concentrate better. In classroom settings, background music may help settle
learners during transitions or serve as a cue for routines. Music also allows
children to express emotions non-verbally. When learners sing or move to music,
they process and communicate feelings, which contributes to emotional
regulation and psychological well-being. In this way, music is not just an
enjoyable activity but a powerful tool for mood regulation and emotional
development.
Varsity Cube 2025 +27 81 278 3372
Assignment 3 2025
Unique #:
Due Date: 19 May 2025
Detailed solutions, explanations, workings
and references.
+27 81 278 3372
, SECTION A: PERFORMING ARTS
QUESTION 1
1.1
Music is naturally integrated into everyday life from early childhood, often without
deliberate effort. One way is through social and family interactions such as
birthday celebrations or bedtime routines. For example, caregivers may sing
lullabies to soothe children or sing along during parties to create a festive mood.
Another common way music is included is through religious or cultural
ceremonies, such as praise and worship sessions in churches or traditional
community gatherings where singing and rhythmic movement play a central role.
These musical experiences provide emotional comfort, establish routine, and
strengthen cultural identity (Lindeman 2016:2; Campbell & Scott-Kassner
2014:3).
1.2
Music significantly affects the emotional state of young children by creating calm,
joyful, or energising atmospheres. Because music is processed in the emotional
centres of the brain, it can soothe children when they are anxious or upset. For
example, soft lullabies or calming instrumental music can ease tension and help
children feel secure. Conversely, upbeat music can energise children, making
them more enthusiastic and ready to engage in activities. Van Vreden (2020)
notes that music enhances focus and on-task behaviour, helping learners
concentrate better. In classroom settings, background music may help settle
learners during transitions or serve as a cue for routines. Music also allows
children to express emotions non-verbally. When learners sing or move to music,
they process and communicate feelings, which contributes to emotional
regulation and psychological well-being. In this way, music is not just an
enjoyable activity but a powerful tool for mood regulation and emotional
development.
Varsity Cube 2025 +27 81 278 3372
