ENG201 – Fall 24 Final Exam Demo

Answer the following questions (40 Marks)

Section 1 (15 marks)

Read the given sources and answer the following questions

Source 1:

Music is a universal language that transcends borders and connects people across
cultures. Music has long been recognized for its profound impact on human development,
expression, and well-being. Its significance extends beyond entertainment, playing a vital role
in education and therapy. In schools, music education fosters cognitive, emotional, and social
growth, while in therapeutic settings, music can be a powerful tool for healing and
rehabilitation. This essay explores the role of music in education and therapy, highlighting
how it enriches learning, supports emotional well-being, and aids in the treatment of various
physical and psychological conditions.

Music education is a fundamental part of a well-arranged curriculum, contributing to

students’ academic, social, and personal development. Numerous studies have shown that
learning music can enhance cognitive abilities, particularly in areas such as language,
mathematics, and memory. For example, understanding musical notation and rhythm
involves complex pattern recognition and mathematical thinking, which can improve
students’ skills in these areas. Additionally, learning to play an instrument or read music
engages both sides of the brain, fostering better coordination, concentration, and problem-
solving abilities.

Beyond cognitive benefits, music education also promotes emotional intelligence and
social skills. Participating in a school choir, band, or orchestra teaches students the
importance of teamwork, collaboration, and discipline. These experiences build confidence
and self-esteem, as students learn to express themselves and take pride in their achievements.
Moreover, music often serves as an emotional outlet, allowing students to explore and
manage their feelings. By engaging with music, students can develop empathy and a deeper
understanding of human emotions, which is crucial for their overall social and emotional
growth.

Furthermore, music education can be particularly beneficial for students with learning
disabilities or those who struggle academically. For example, children with dyslexia may find
that rhythmic exercises help improve their reading skills, while those with ADHD can benefit
from the focus and discipline required to learn an instrument. Music provides an alternative
way of learning, helping to engage students who might not respond as well to traditional
teaching methods. In this way, music education can be an inclusive and supportive tool that
caters to diverse learning needs.

Music therapy is a growing field that harnesses the therapeutic power of music to
address a wide range of physical, emotional, cognitive, and social needs. Music therapists use
music to help individuals improve their health and well-being, whether through active

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participation, such as playing instruments or singing, or passive listening, such as relaxation
exercises or guided imagery. This form of therapy is effective for people of all ages, from
children with developmental disorders to elderly individuals with dementia.

One of the key areas where music therapy is used is in the treatment of mental health
conditions. For individuals with depression, anxiety, or PTSD, music therapy can provide a
safe space to explore and express emotions that may be difficult to articulate through words.
Music can evoke memories, provide comfort, and help individuals process traumatic
experiences. For example, veterans with PTSD often use music therapy to work through their
emotions, reduce symptoms of anxiety, and improve their overall quality of life. The
rhythmic and melodic elements of music can also help regulate mood and reduce stress,
offering a non-invasive and accessible form of therapy.

In addition to mental health, music therapy has proven effective in the treatment of
neurological conditions such as stroke, Parkinson’s disease, and Alzheimer’s disease. For
stroke patients, music therapy can aid in the recovery of motor skills, speech, and cognitive
function. Singing exercises, for instance, can help patients regain their ability to speak by
engaging both the musical and language centers of the brain. In the case of Parkinson’s
disease, rhythmic auditory stimulation through music can improve gait and coordination,
helping patients regain control over their movements.

Music therapy is also used in pediatric care, particularly for children with autism
spectrum disorder (ASD). Music can be a powerful tool for communication, as many children
with ASD respond positively to musical cues even when they struggle with verbal
communication. Through music therapy, these children can develop social skills, improve
their ability to focus, and enhance their emotional expression. The structured yet flexible
nature of music therapy allows therapists to tailor interventions to meet the specific needs of
each child, making it a versatile and effective approach.

The benefits of music in education and therapy often intersect, as music can serve
both pedagogical and therapeutic purposes simultaneously. For example, in special education
settings, music can be used to support learning while also addressing behavioral or emotional
challenges. A music therapist working in a school might use songs to teach social skills, help
students manage anxiety, or provide sensory stimulation for children with sensory processing
disorders.

In ordinary classrooms, music education can have therapeutic effects as well. Singing,
dancing, and playing instruments can help students release stress, improve mood, and build
resilience. For students facing personal challenges, such as grief or trauma, music can offer a
sense of solace and connection, helping them cope with difficult emotions. By integrating
music into the school day, educators can create a more supportive and holistic learning
environment that nurtures both the mind and the heart.

Source 2:

The impact of music on the developing mind and behavior of a child can be seen in
how it shapes emotional regulation, social interaction, and overall psychological well-being.
Understanding these effects is crucial for parents, educators, and psychologists as they guide
children through their formative years.

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 Music has a significant effect on a child's ability to manage emotions. From a young
age, children naturally respond to music with movement, expression, and emotion. Gentle
melodies can calm a distressed child, while upbeat rhythms can elevate mood and energy
levels. This emotional response is linked to the brain's release of neurotransmitters like
dopamine, which is associated with pleasure and reward. When children listen to or engage
with music, they often experience a sense of joy and contentment, which contributes
positively to their overall psychological well-being.

Moreover, music can serve as an emotional outlet for children who may not yet have
the verbal skills to express their feelings. Through singing, dancing, or playing instruments,
children can explore and process complex emotions like happiness, sadness, fear, or anger.
This form of expression helps them develop emotional intelligence, enabling them to identify
and manage their emotions more effectively as they grow.

The influence of music on a child's behavior is closely linked to its effects on their
emotions. Children who regularly engage with music—whether through listening, singing, or
playing instruments—often exhibit improved behavior. This is because music can help
children develop better self-regulation skills. For instance, rhythmic activities, such as
clapping along to a beat or playing a drum, require children to focus their attention, control
their impulses, and follow patterns. These skills are transferable to other areas of life, helping
children behave more appropriately in social and educational settings.

Additionally, music can be used as a tool for behavior management. Teachers and
parents often use songs to signal transitions between activities or to encourage desired
behaviours. For example, a clean-up song can make tidying up more enjoyable and can
establish routines that children are more likely to follow. In therapeutic settings, music is
used to help children with behavioural challenges, such as those with autism spectrum
disorder (ASD) or attention-deficit/hyperactivity disorder (ADHD), by promoting relaxation,
reducing anxiety, and improving focus.

Music plays a vital role in the development of social skills, which are integral to a
child's psyche and behavior. Group music activities, such as singing in a choir or
participating in a music class, require cooperation, listening, and turn-taking. These
experiences help children learn how to interact with others, share, and work towards common
goals. The sense of belonging and connection that comes from making music together can
also boost a child's self-esteem and social confidence.

Furthermore, music can influence a child's self-concept and identity. As children

explore different genres and styles of music, they begin to develop personal preferences that
reflect their emerging identity. Music can become a means of self-expression, allowing
children to communicate who they are and how they feel. This exploration is crucial for
psychological development, as it helps children understand themselves and their place in the
world.

The effects of music on child behavior and psyche are profound and many-sided.
Music is not just a source of entertainment; it is a powerful tool that can shape a child's
emotional regulation, behavior, and social interactions. By engaging with music, children
develop critical psychological skills that contribute to their overall well-being and growth.
Whether used as a means of expression, a tool for learning, or a way to connect with others,
music plays an essential role in the healthy development of a child's behavior and psyche. As

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such, incorporating music into a child's daily life is invaluable in fostering a balanced and
resilient mind.

1.Select ONE correct response (1 mark)

The given sources fall under the following interdisciplinary research

a. Arts and Well-being
b. Sports and Arts
c. Arts in Classrooms
d. Music and Mindfulness

2. Select FOUR convenient narrowed down topics (4 marks)

a. music for health development

b. music as an effective therapy tool

c. music in business development

d. music and character development

e. music and self – control

f. music in classrooms

3. Provide a thesis statement (with two focal points) for one selected topic
from the above-mentioned (2 marks)

4. Provide a report outline (8 marks)

Focal Point One: --------------------------------------------------

Sub-ideas: (write the topic sentence of the selected paragraphs & the source)

 ------- (Source….)
 ------- (Source….)
 --------(Source….)

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Focal Point Two: --------------------------------------------------

Sub-ideas: (write the topic sentence of the selected paragraphs)

 ------- (Source….)
 ------- (Source….)
 -------- (Source….)

Section 2 (25 marks)

Review the given visual sources. Write a mini report including the following
sections: (1) General statement , (2) Main features and information, (3)
Discussion of inferred results, Limitations & Recommendations, and (4)
Conclusion

Source 1: A Survey of Music Therapy Techniques.

National Research Council, Canada (2001) https://nrc.canada.ca/

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Source 2: Health, well-being, and social connections of popular music
attendees. General Social Survey. France (2021)

Report Format
1.General Statement (one/two introductory sentences)
2. Main features (one / two paragraphs paragraph)
3. Discussion (one paragraph / sections)
3.1. Results
3.2 Limitations
3.3 Recommendations
4. Conclusion

Grading Rubric

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 Criteria / Excellent Very Good Good Fair
Grade 5 – 4.5 4 - 3 .5 3-2.5 2-1
Organizations Clear discernible Sections are evident; Some sections are Paragraphs are
sections; excellent few are confused; indiscernible/confused; indiscernible;
phrasing of the clear general unclear general vague/poorly
general statement, statement; statement; attempted phrased general
effective acceptable conclusion including statement;
concluding conclusion recycled statements irrelevant/missing
statement in fresh conclusion
language
Coherence Paragraphs Ideas are logically Attempted logical Lack of
manifest effective ordered with clear progression of ideas; coherence; ideas
local coherence, coherence; few ideas some ideas lack are hard to follow;
logical progression lack coherence; coherence; insufficient missing logical
of ideas; excellent more use of use of transitions progression of
use of transitions transitions/linking ideas; cursory
and linking words words is information
recommended
Quality of All relevant Most main ideas are Main points are Limited / vague
Information information and mentioned and present with limited ideas
features are developed in a detail and
mentioned in detail convenient manner; development; some
and well- few ideas are ideas are
developed missing/undeveloped missing/undeveloped
Critical Interpretations of Evident critical Attempted Simplistic,
Reflection results are interpretation of interpretation of undeveloped, or
thoughtful and results; few general results; some ideas are cryptic discussion.
(Discussion)
insightful. ideas; few ideas are general or Inappropriate or
Excellent insights not interpreted / misinterpreted off-topic
to limitations. misinterpreted generalization,
faulty
assumptions.
Language Essay is free of Few spelling, Frequent spelling, Prevailing
distracting punctuation, and punctuation, syntax spelling,
spelling, grammatical and grammar errors; punctuation, and
punctuation, and errors allowing awkward structure grammatical
grammatical reader to follow with no distraction errors; awkward
errors; excellent ideas clearly. Very structure leading
sentence structure few fragments or to distraction
run-ons.