Effects Of Music

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Effects Of Music On The Mind Are people typically geniuses? Statistically, people probably are not. In fact, most people probably aren't even intellectually gifted at all. Most people are likely to be pretty much average, maybe a little bit above average, or a little below, but very average none the less. It is universally understood that people strive to learn to become wiser and more informed about the world around them. The more people learn, the more powerful they can become. It is the speed at which people learn that separates the geniuses from the average people and from the learning disabled. Geniuses don't run into problems while learning, because they learn very fast. It is everyone else that could really use help. One solid way to increase the speed at which people learn is with music. People learn through music and their minds grow faster because of it. Some music, when implemented properly, can have positive effects on learning and attitude. Music is a powerful thing, and when we understand its significance, it can bring dramatic changes both positive and negative into our lives. The earliest stages of learning for young children are the most important. The fundamentals of learning are instilled into a child at a very young age. How much importance is placed on these fundamentals can have dramatic affects on the future of the child's learning. Music, when applied in a constructive way, can have positive effects on a child's ability to learning and can help them in many ways. One way that music can make learning easier for a young child is by implementing music lessons into a child's normal activities. A small study was done two years back involving ten three-year-olds who were tested on their ability to put together a puzzle and the speed at which they could do it ("Learning Keys" 24). After the initial test was taken, five of the children were given singing lessons for 30 minutes a day and the other five were given piano lessons for 15 minutes a week (24). The lessons were conducted over a six- month period of time, and after the six months, all of the kids showed substantial improvement in the speed at which they could put together the puzzle (24). The researchers understand this skill in putting pieces of a puzzle together as the same reasoning that engineers, chess players and high-level mathematicians use. In this study of inner-city kids, their initial scores were below the national average, but afterwards their scores nearly doubled (24). The term given to this type of reasoning and thought that goes into putting pieces of a puzzle together is called abstract reasoning. By teaching music, people exercise the same abstract reasoning skills that they use for doing math or some other exercise in which the people have to visualize in their head. An eight month study was conducted by Frances H. Rauscher of the University of California at Irvine. In this study, nineteen preschoolers, ranging in age from three to five, received weekly keyboard and daily singing lessons while another fivteen preschoolers received no musical training at all (Bower 143). At the begining, middle and end of the study, the subjects were tested on five spatial reasoning tasks (143). After only four months, scores on the test to assemble a puzzle to form a picture improved dramatically for the group with the musical training, while the control group didn't, even though both groups started out with the same scores (143). It can be stated that this kind of improvement may not be substantial enough to alter the way people are fundamentally taught, but its results cannot be ignored. Rauscher explains, "Music instruction can improve a child's spatial intelligence for a long time, perhaps permanently" (qtd. in Bower 143). Implementing such changes and improvements into a young child's learning could have great effects on them in the future when dealing with the same spatial reasoning skills. With its resulting improvements in spatial reasoning, music can also be a very helpful tool when actually implementing it into the classroom and intergradting it with basic school curriculum. In New York City, a program called Learning through an Expanded Arts Program, or LEAP, has been going on for a while and provides both music and the arts is implemented into the school curriculum to improve scholastic scores of children at all levels (Dean and Gross 614). One way in which music is implemented is with math. They call it "musical math," in which the teacher incorporates rhythm with counting and gaining a grasp on the fundamentals of math (618). With the rhythm, they are able to learn basic elements of math like fraction and multiplication. Christine Bard, the LEAP consultant explains, "Music helps teach the precognitive skills. It gives students the capacity to trust themselves by providing internal discipline through a highly repetitive structure" (qtd. in Dean and Gross 618). On the whole, students' feeling of self-confidence and accomplishment are great and most importantly, the students' attitude toward math and learning is increased dramatically (618). Music as a separate and thorough curriculum can have dramatic positive changes in the learning process of young people. Mary Jane Collett, the Director of the Office of Arts and Cultural Education of the Division of Instruction and Professional Development of New York City Public Schools says: ... a well taught sequential music curriculum not only results in music learning that has inherent value; it also gives students the chance to listen, react, see, touch, and move. Instruction in music skills, appreciation, and theory also provides a wealth of learning strategies that enhance children's analyzing, synthesizing, and evaluating skills. Students learn to process information and transfer knowledge through these concrete, kinetic, and cognitive experiences (Collett 61). Mary Jane Collett is an advocate for a program called Learning To Read Through The Arts (LTRTA), which makes music and the arts a separate course in the elementary curriculum instead of using it as an aid to different parts of the curriculum here and there (61). Music is taught through listening to different types of music while talking about the music, trying to understand it and interpret it in different ways and in many ways, imitate it (63). She further explains: These integrated music experiences provide excitement in learning for children and thereby improve students' reading, writing, thinking, and analyzing skills and strategies. Learning through all the senses expands the learning process to accommodate different learning styles. Opportunities for integrating communication arts, literature, science, social studies, and the arts are limited only by the educator's imagination, creativity, and open-mindedness (64). Music, when involved in the classroom, can have great effects on the early stages of learning for the very young up through elementary age school children. Music can also have significant effects on older people in a learning environment. Music does not have the same effect on older people as it does on younger people, however. It is easily understood that for young children, getting them to do fun musical things like learning to play an instrument is somewhat easy compared to getting an adult to do the same thing. Children will do it because it is something new and exciting whereas adults need to be motivated to do something because they won't do something simply because they have too. For adults it is a matter of choice, but when they choose to involve music into their everyday lives, the effects can be just as dramatic. One important aspect that music can have on learning for people of all ages is attitude. It seems logical to assume that it is more helpful for adults who are less likely to want to do a particular job or activity, but music can change this and give a listener a more positive attitude and motivation. As we will see, by simply listening to pleasant music in the background while doing an arduous task can make it seem so much easier, or in some cases, music may not increase positive attitude, but will ease the strain of an activity. A study was conducted by Shawn E. Mueske, a graduate student at Mankato State University, to determine the effects of background music on a biology lab. He wanted to determine the effects of background music on attitude, achievement, time spent in the laboratory and on task behavior (Mueske 6-7). He used a control group which entailed one lab where no music was present, and one experimental group which listened to popular/soft rock music at an appropriate soft sound level for background music (14). He found that there was no real difference in attitude or achievement among the two groups, but there was a significant increase in time spent in the laboratory and time spent on task (18-28). Listening to music as background can help people when they're thinking, learning, or working, but the music needs to be implemented correctly. It can be easily understood that if it's vocal music, it needs to be somewhat quiet, for if it isn't, it can be very distracting to the mind. It is logical to conclude then that if it's instrumental, it can be somewhat louder than vocal music, but not too loud because any music that is loud enough will make it hard to learn or think. When people listen to music in the background, it is very important that they listen to music that they are familiar and comfortable with. It is not necessarily better for people to listen to music that is supposed to relax them if they are unfamiliar with it. It is better for people to listen to music they are comfortable with and know well and like. A study of 50 male surgeons was conducted to see if they performed a basic surgeon-related task better and more efficiently while listening to surgeon-selected music, experimenter-selected music, or no music at all (Allen and Blascovich 882). The test monitored skin conductance response frequency, pulse rate, blood pressure, speed and accuracy (883). The experimenter-selected music was Pachelbel's Canon in D. Both conditions with music showed significantly better results than the condition without music, but the condition with surgeon-selected music was clearly even higher than the other (883). Another study was conducted on 54 people (25 males and 29 females) to determine the difference of subject-selected music, experimenter-selected music and no music, on affect, anxiety, and relaxation (Thaut and Davis 210). This study was done under the understanding that stress is a major factor to health problems of the day. It is important to cut down on stress in our daily lives and any way that we can do that is beneficial to our health in some way or another. One way to try and cut down on stress in people's everyday lives is by listening to music. In past years, there has been quite a bit of music created for the sole purpose of relaxation and the reduction of stress. The questions posed by this study were to determine whether relaxation tapes really work better than a person's personal preference in music or no music at all in reducing stress? The study found that all three ways worked well for relaxation and reducing tension, but listening to music proved a little bit more beneficial. Of the two music groups, it found that the relaxation tapes were equally as good as the subject-selected music, but were no better (219-220). Music is an invaluable tool when it comes to reaching students who fail to do well in school, or are at risk of learning. Scott Shuler, a music consultant in the Connecticut State Department of Education and adjunct professor in the Hartt School of Music in West Hartford, Conn. describes at-risk students as students that express characteristics. These charateristics included academic underachievement, lack of self-esteem and self-respect, inability to communicate thought and feeling on an intimate level, limited conflict resolution and problem-solving skills, boredom with traditional schooling. Additional tracks of the at risk students indicate a need for a supportive peer group with whom they can establish a social bond, learning styles that differ from those addressed by traditional modes of instruction, interest in artistic expression and eagerness to pursue tasks they find interesting, need for an experiential, hands on approach to learning, avoidance of academic risk taking, and need to experience success somewhere in the school setting (Shuler 31). Shuler proposes that there are two essential reasons why students fail in school. They lack an ability to learn or lack the desire to learn, while most students who fail have the ability to do well, they choose not to because their school experience doesn't motivate them (30). At-risk students create an aversion to traditional styles of teaching and when attempts are made to cut out "nonessential" subjects from curricula, it only worsens the problem and further distances the at-risk student from the goal of becoming motivated to do better (30-31). For many reasons, music can be one of the most influential factors in getting at-risk students motivated. Music related courses in curricula give students many of the important elements that will erase the characteristics of an at-risk student. Every student likes music if only one kind, and outside of school, most students seek out music pretty actively (31). Therapists use music to help severely handicapped individuals, so why can't schools do the same thing to help at-risk students?(31) Musical groups such as choir, orchestra or band help bring people together as well as improving communication skills, group work, and forming peer groups. Music creates a higher standard of performance of people. For example, if a math test grade of 90% would be an "A", a 90% grade on a musical performance would be quite bad (32). This study seems to suggest that music can provide a student with a level of individuality to learn in his/her own style. Music education creates a much more well-rounded student that do much more and learn much easier. Music can also have very interesting and beneficial effects on the mind. A study was conducted at the Center for the Neurobiology of Learning and Memory at the University of California at Irvine by Frances H. Rauscher, Gordon L. Shaw and Katherine N. Ky. In the study, 36 college students listened to one of three listening condition for ten minutes and then took the Stanford-Binet intelligence test designed for abstract reasoning (Rauscher, Shaw and Ky 611). The experiment was repeated for each of the three listening conditions and included listening to a Mozart piano sonata, a relaxation tape, and complete silence (611). They found that the equivalent IQ scores were equal between listening to the relaxation tape and complete silence, but after listening to the Mozart piece, IQ scores were an average of eight to nine points higher than the others (611). The scientists explain, however, that enhancing effect doesn't last for more than ten to fifteen minutes after listening to the sample (611). They were able to develop some theories out of the results of this study, but much more testing is required for any solid conclusions to be made. They think that music which is without complexity or is highly repetitive will not enhance abstract reasoning, but rather interfere with it (611). Their findings are put under scrutiny and criticism by Kristin Leutwyler, who tries to set the record straight about misinterpretations in the media regarding the findings of Rauscher, Shaw and Ky. She asserts that "...the popular press have suggested that anyone can increase his or her IQ by listening to Mozart. This supposed quick fix is false" (28). She explains that the IQ scores were based solely on spatial ability and not other factors that IQ takes into account (28). Leutwyler explains that Rauscher's work is "... based on the premise that listening to music and performing a spatial task prime the same neural firing patterns. But that's just a guess." (28) Despite the skepticism of Leutwyler in the findings of the three scientists and the fact that more testing needs to be done to take into account different variables, the initial findings cannot be ignored. There is some correlation between listening to music and spatial reasoning and through it, there is some connection with IQ. A large study was done many years ago to test intelligence across a wide range of fields and subjects (Schoen 94). On the study, 205 college students were given the Minnesota College Ability Test, all of the Seashore tests for musical talent, and were rated on a scale for musical training (94). After the testing was complete, they separated out the top 25 and the bottom 25 to determine i

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