Numerous amounts of successful individuals throughout history have had music as a special part in their lives. Many of these people started playing instruments as a child. For example, Abraham Lincoln played the violin, Richard Nixon was a classically trained pianist, and many more presidents have had musical training in their lives. President Bill Clinton once said, “I don’t think I would have become President if it were not for my school music program.” Even music might have not been their career choice, the lessons that were taught to them has helped their over all growth and maturity. Music lessons involve high energetic focus for long periods of time, technical skills, expression of emotions, and much more. A well known reason why parents …show more content…
There has been a common phrase known as “music makes you smarter” which has become one of the most widely known interpretations of psychological findings. This form of the Mozart effect is more difficult to prove. Even though the Mozart effect has been recreated through physically playing instruments, failures to recreate the effect raised doubts about it’s reliability (eg., Steele, Bass, & Crook, 1999; Steele, Dalla Bella, et al., 1999.) The point at issue with these proven effects, is that it is difficult to tell whether the effect is based on the music, or if it is based on just “enjoyment arousal” and/or positive moods induced by the music. The reason why this is such a unique hypothesis is because if an individual does not like Mozart and the classical music genre over all, listening to the music might not help the individual’s performance in non musical studies at all. “Moreover, negative moods and boredom can produce deficits in performance and learning (Koester & Farley, 1982; Kovacs & Beck, 1977; O’Hanlon, 1981), whereas positive moods can lead to improved performance on various cognitive and problem-solving tasks (Ashby, Isen, & Turken, 1999; Isen, 1999).” (Thompson, Schellenberg, & Husain, 2001: p 248). This shows that if the Mozart effect is an account for arousal or mood, then similar increases in performance on spatial tasks should also be observed other than music. “Rauscher and Shaw conjectured that the other investigators have had difficulties in producing a Mozart effect because the investigators have not distinguished between spatial-temporal tasks and spatial pattern-recognition tasks.” Steele, Bass, Crook, 1999: p 368). As a result, more research is needed in order to prove the Mozart
As Bob Marley once said, “One good thing about music, when it hits you, you feel no pain.” Studies shown that classical music, specifically Mozart, help you engage in your studies better and as a result showed high test scores according to a test scientist at Stanford University held. Did you ever imagine how powerful a piece that was composed in the 1780’s could be?
According to Laurence O’Donnell, “Music is thought to link all of the emotional, spiritual, and physical elements of the universe.” This proves that music is more than a simple class teaching random notes. It is a common denominator between mind, body, and learning. One scholar shows that music causes a response that can affect a person’s mood; this is directly related to how a person acts upon their emotional response to music. He later talks about how music can have a positive effect on memorization and brain function (O’Donnell). The Center for New Discoveries in Learning stated, “Learning potential can be increased a minimum of five times by using 60 beats per minute music” (qtd. in O’Donnell). Most of the music that follows these types of beats is classical music such a Mozart and Bach. This is the type of music taught in schools, thus, enhancing a student’s ability to learn.
Once this is accomplished, students gain personal pride in achieving this new skill. Music programs offer lots of chances for students to develop new talents, whether that is playing an instrument or singing a song. “Music programs in public schools help to foster a student’s sense of pride and self-confidence” (Hoffman 1), and with this newfound pride, students will develop more experience in other areas, like working with others and communicating with different people. Music plays an active role in student’s lives, and as core subject grades begin to rise, “music education remains a key component in a student’s academic success and in positive social and emotional growth” (Hoffman 1). Music forms dignity in a students abilities, offering to give the students a chance to develop their communication and social skills in a safe environment, and give themselves positive feelings about their accomplishments. Without music programs in schools, students will have less pride in their abilities and will not let them gain that safe environment to achieve these experiences with
There have been many studies done to find how music influences a child’s development. The College Entrance Examination Board discovered that students who took music appreciation classes had higher verbal and math scores than those who did not take the classes. (Stephens 2003) The U.S. Department of Education found that in 25,000 secondary schools, students who were highly involved in the music program did much better in math than any other students. (Stephens 2003) These studies and more have found that involvement in music increases chi...
The Mozart Effect Resource Centre website, music educator Don Campbell made the claim that “classical music has a powerful effect on the intellectual and creative development of children from the very youngest of ages.” (Campbell, n.d.). To critically evaluate this claim a number of sources have been analysed. Through this analysis it was found that the claim cannot be supported by reliable empirical research and that classical music only produces short-term cognitive enhancement. This effect can be achieved by listening to any type of music. The first main theme found in the literature was that listening to classical music such as Mozart produced only short term increased cognitive abilities and did not aid the intellectual development of children. Secondly it was found that much of the testing on the topic was not reliable, contained many uncontrolled variables and there was little information relating to babies directly. Finally, many sources corroborated to agree that the same affect could be yielded from other types of music such as rock and pop.
Three aspects of this topic will be discussed throughout this report to analyse why the Mozart Effect is being misrepresented. The difference between music listening and music instruction will be examined, as well as the different methodologies used in literature, and an alternate explanation for why a temporary increase in IQ ...
Music is a wonderful thing. I can listen to it when I'm lifting, when I need to sleep, when I want to get away. I can listen to it when I’m say, or angry of to make me happy. I can recall things when it comes to my favorite music. One thing I always wondered is how can music be such a multifaceted factor in making me feel these different ways, and remember like I do. How does my brain factor into all of this too. Since music is a major and constant variable in today’s society In this paper I will discuss these things and how music affects the brain when it comes to certain things; long and short-term memory, how it affects our moods, how our day is going, our health and rehabilitation, and even therapy for mental illnesses? This includes listening, performing, composing, reading, writing and any other activities like expressing one’s self through music.
The idea of the Mozart effect began in 1993 with a study conducted by Rauscher, Shaw & Ky. This study involved 36 university students taking three different IQ spatial reasoning tasks and for each test used either Mozart’s sonata for two pianos in D major and relaxation music was played, silence was also used. The results of this experiment showed that students who had listened to the music of Mozart had better results for the spacial reasoning tests in comparison to silence or relaxation music. The results also showed that the impact of Mozart’s music was only temporary and only lasted for 10-15 minutes. Overall this study was very basic and had numerous flaws such as the sample size and also the variety of tests used to look at the impact of music (Rauscher, Shaw & Ky, 1993). In 1997 Don Campbell’s book The Mozart effect popularised the claim that music makes children smarter. This book created a public interest in music and brain development. The book uses Rauscher’s experiment as an example of what Mozart’s music can do which in this experiment shows a temporary increase in spatial reasoning, this however was misinterpreted by the public as an increase in IQ. The popularisation of the...
Connor, Steven. “Mozart Effect Divides Science” Science News 26 Aug. 1999: Research Library, Lexis Nexis. Web. 15 March 2011.
Campbell, D. G. (1997). The Mozart effect: tapping the power of music to heal the body, strengthen the mind, and unlock the creative spirit. New York: Avon Books.
Music education reinforces creativity and better behavior in children. To play notes on the page is one thing, but to play beyond it, to express the m...
It can be proven, through literary research and personal experiences, that music has a positive effect on learning and memory. It can be concluded that these positive effects have an impact on patients with Alzheimer’s, on the motor skills and auditory memory of mentally disabled children, on students attempting to remember the subject in a manner that they are learning, and on the affectivity of advertisements. On a personal note, music has facilitated my ability to remember things, both positive and negative, a number of times. For example, in high school I memorized the days of the week in French by singing them along with a tune that was already familiar to me. I have also had multiple experiences in which I remember things that I do not want to remember, such as advertisements and negative experiences because they were accompanied with specific music.
Even when children learn music they able to listen, sing, dance, create movement. Listening to music draw out emotions, and playing music can be just like communicating emotions. Some people find this a very powerful experience. “ Music enriches the lives of students and should be considered a necessary part of education.”
"The Mozart Effect." Index Page - PositiveHealth.com - United Kingdom. Web. 24 Feb. 2010. .
Listening to music releases dopamine in the brain. Dopamine is known not only for improving mood but also increasing motivation and emotional stamina. But the benefits that come from listening to music affect more than just the way we feel. Studies have shown that when listening to the right style of music at the right decibel level, students have been able to concentrate better. For studying purposes, this mainly applies to classical music. Many school teachers and professors argue that music is simply distracting, or so stimulating that it inhibits a student’s ability to focus. However, when classical music has few words, or as is often found, few English words, the mind isn’t as easily distracted by the meaning or idea of the song. In fact, what is sometimes interpreted as chaotic in classical music can provide a high enough level of exertion for your brain to comprehend, that it stimulates high l...