...Authors Steven Cornelius and Mary Natvig acknowledges “musicians have an auditory cortex 130 percent larger than nonmusicians” (232). When musicians train to learn an instrument and learn to read music they increase and challenge various parts of the brain to grow (Cornelius and Natvig 232). When I was little I only listened to country music and when I got older and started to learn more I listen to more diverse music. When determining what music to listen to I take into consideration where I am and what I am doing. One of the things I use to determine what kind of music I want to listen to is how I am listening to music whether I am in the car, listening on my phone or on my computer. When I am in the car I am looking for music that...
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...Running Head: THE EFFECTS OF MUSIC ON READING COMPREHENSION The Effects of Classical and Contemporary Music on Reading Comprehension of College Students Louis Sandro Y. Aboga Bakhita Mae Alexie N. Llames Aquinas University of Legazpi The Effects of Classical and Contemporary Music on Reading Comprehension of College Students Music is more pervasive now than at any other point in history, functioning not only as a pleasurable art form, but also serving many important psychological functions (MacDonald, Hargreaves and Miell, 2002) and influencing cognitive functioning (Rauscher, Shaw, and Ky 1993) Music and Reading Comprehension Etaugh and Ptasnik (1982) found that individuals who rarely studied with background music showed better comprehension when they learned in silence, while those who frequently studied with music performed better in the presence of music. Hall (1952), exploring the possible uses of music in schools, found that performance on reading comprehension tests was significantly improved when background music was playing; 58% of the 245 8th and 9th graders taking part in the study, showed an increase in scores a reading test. Physiological Aspect on Music and Memory Numerous previous studies have tested to determine if the above conditions do in fact play an integral role in being a catalyst or antagonist to understanding complex literature. First the topic will be addressed from a biological perspective: processing in...
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...1991). Heart rate is the number of heart beats per unit of time, typically expressed in beats per minute or bpm. The average heart rate at rest under normal conditions of adolescents and adults is 63.3 bpm ± 13.1 bpm, with variability of 3.2 bpm ± 2.1 (Leschka, 2006). Other factors also have an influence on the heart beat and heart rate such as the medulla of the brain of the hormone adrenaline. External stimuli or external factors also result in alterations of the heart rate. These include physical and emotional factors. One type of external stimuli that is shown to have effects on the heart rate is sound, specifically music. Music is currently being considered to be used as therapy for coronary conditions as well as on anxiety (Smolen et al, 2002). In addition, music is widely prevalent in the lives of adolescents. Teenagers in this day are age are exposed to music on a regular basis and a majority of adolescents living in the United States own mp3 or I-Pods (Epperson, 2011). Sound has been shown to have effects on the heart rate. The...
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...The effects of music on children and young people. 1. The effect of music on IQ Campabello, Nicolette; De Carlo, Mary Jane; O'Neil, Jean; Vacek, Mary Jill Music Enhances Learning. Dissertations/Theses; Tests/Questionnaires. 2002 An action research project implemented musical strategies to affect and enhance student recall and memory. The target population was three suburban elementary schools near a major midwestern city: (1) a kindergarten classroom contained 32-38 students; (2) a second grade classroom contained 23 students and five Individualized Education Program (IEP) students; and (3) a fifth grade classroom. Students exhibited difficulty recalling facts and information in a variety of subject areas evidenced through an inability to gain mastery of grade level skill areas. Research suggests that young students have difficulty understanding concepts and lack the ability and desire to learn. A successful program needs to be developed to teach these concepts. A review of solution strategies suggests that the following musical techniques proved to be helpful for increasing student recall because the songs helped with phonemic training, mnemonics, setting desired skills to familiar tunes, and linking connection to cultural themes. Research has shown that preschool children taught with an early exposure to music through games and songs showed an IQ advantage of 10 to 20 points over those children taught without exposure to the songs. In the same study, students at age...
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...between music cognitions and cognitions related to abstract operations were. They performed an experiment in which students were given three sets of standard IQ spatial reasoning tasks. After each task they either listened to 10mins of Mozart’s Sonata for two pianos in D major, K488, 10mins of a relaxation tape, or 10mins of silence. Performance was improved for the tasks immediately after the music condition compared to the other two conditions. 36 college students participated in all three listening conditions. Immediately following each listening condition the student’s special reasoning skills were tested using the Standard-Binet-Intelligence scale. (Rauscher, Shaw, and Ky, 1993). What they found was the students performed better on the tasks immediately after the music condition. For each listening condition they took the mean standard age score (SAS). The SAS for music was 57.56, the SAS for relaxation was 54.61, and the SAS for silence was 54.00. In order to determine the impact of the scores they translated them into spatial IQ scores of 119,111, and 110. This showed the music condition IQ scores were 8-9 points above the other two conditions scores. A one-factor listening condition repeated measures analysis of variance (ANOVA) performed on SAS revealed that subjects performed better on abstract spatial reasoning tests after listening to Mozart than after listening to either relaxation or nothing. Pulse rates were also taken before and after each listening condition...
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...evaluation of research articles that were conducted to prove or disprove the theory, conclusions can be drawn regarding the Mozart effect and the degree of intellectual enhancement it has on babies. Thirdly, academic research suggests there is a scientific explanation behind the Mozart effect that provides a deeper understanding of the theory’s claims towards enhancing intelligence. There has been a lot of attention drawn to the first scientific experiment that introduced the Mozart effect. Rauscher, Shaw and Ky (1993) conducted an experiment with thirty-six college students that were tested in a paper folding spatial-reasoning task from the Stanford-Binet Intelligence Scale. The three experiment conditions were; listening to Mozart, sitting in silence and listening to a relaxation tape. Researchers found that 10 minutes of exposure to a Mozart sonata, prior to attempting abstract reasoning tests, produced a statistically significant increase in performance which was...
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...evaluation of research articles that were conducted to prove or disprove the theory, conclusions can be drawn regarding the Mozart effect and the degree of intellectual enhancement it has on babies. Thirdly, academic research suggests there is a scientific explanation behind the Mozart effect that provides a deeper understanding of the theory’s claims towards enhancing intelligence. There has been a lot of attention drawn to the first scientific experiment that introduced the Mozart effect. Rauscher, Shaw and Ky (1993) conducted an experiment with thirty-six college students that were tested in a paper folding spatial-reasoning task from the Stanford-Binet Intelligence Scale. The three experiment conditions were; listening to Mozart, sitting in silence and listening to a relaxation tape. Researchers found that 10 minutes of exposure to a Mozart sonata, prior to attempting abstract reasoning tests, produced a statistically significant increase in performance which was...
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...RYERSON UNIVERSITY Department of Philosophy and Music CMUS 501, Winter 2015 Traditional Musics of the World Class Times: Wed: 6:30-9:30 pm Room: POD368 Instructor: Gerry McGoldrick E-mail: gerrymcg@ryerson.ca Office Hrs: Wednesdays before or after class COURSE DESCRIPTION: This course examines musical cultures around the world, focusing on traditional genres. Course content covers conceptual, structural, rhythmic and modal systems. The functions and meanings of music in diverse cultures will be examined. Music from various regions, including East and South East Asia, Africa, and North America, will be discussed. GOALS OF THE COURSE: To survey specific musical cultures from around the world. To develop an understanding of how these cultures are reflected in their musics by examining their creation, uses, elements, transmission, and value. To improve your ability to discuss and understand musical concepts and pieces through analysis of basic musical parameters. COURSE EVALUATION: Listening Quiz 1 10% Week 6 Test 1 25% Week 6 Essay 30% Week 10 Listening Quiz 2 10% Week 13 Final Test (In-class) 25% Week 13 Please notify the professor, in writing, of any accommodations requested during the term for religious observances or disability, by the second class as per university policy. Any alterations in assignments, tests or deadlines will be discussed in class prior to implementation. This course is lecture-based...
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...Music is a form of media that is utilized in everyday life. There is a huge variety of genres of music. Each genre of music can be used to influence a certain mood. In many areas a person can walk into, there is a high possibility that music will be playing. Due to music’s relevance to everyday life, there has been a multitude of research based on whether music is a distraction to people. A distraction in most research would be shown as lower results in tests for groups who listened to background music compared to those who did not listen to background music while being tested. Background music is music that participants listen to while he or she is given a task to complete. The purpose of this paper is to see what the benefits and drawbacks...
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...Music Review Abstract This paper will examine music and social issues. Suicide rates have increased among teenagers, young adults and an epidemic in our military with the prolonged wars. Songs that are composed about suicide and the loss of someone whom has committed suicide has also increased in recent decades. Key words: suicide, music, social problems, demographics and lyrics. MUSIC REVIEW Music is easily accessed today through various media outlets and devices. Music is in automobiles, smartphones, personal audio devices and online. With all these personal devices it has become more common today for people to listen to their choice of music when shopping, traveling on public transportation, working out or virtually any other task at any given time of the day. Music can be an outlet to escape from a situation, isolate oneself or to reflect on something. People can focus in one genre of music, artist or song and repeat that over and over as much as they want. This can be both a good and bad situation. Music can motivate you at the gym when listening to a high beat tempo while conducting a cardiovascular routine. However, music can also keep someone depressed or emotional after a particular event or situation. Suicide has been an increasing problem in young to middle age people over the last decades. This is can be attributed to a number of factors such as wars, financial distress from global recessions and increases in social platforms and...
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...Occupations Music and Meaning on the Factory Floor Marek Korczynski Work and Occupations 2007 34: 253 DOI: 10.1177/0730888407303944 The online version of this article can be found at: http://wox.sagepub.com/content/34/3/253 Published by: http://www.sagepublications.com Additional services and information for Work and Occupations can be found at: Email Alerts: http://wox.sagepub.com/cgi/alerts Subscriptions: http://wox.sagepub.com/subscriptions Reprints: http://www.sagepub.com/journalsReprints.nav Permissions: http://www.sagepub.com/journalsPermissions.nav Citations: http://wox.sagepub.com/content/34/3/253.refs.html >> Version of Record - Jul 23, 2007 What is This? Downloaded from wox.sagepub.com at University of Nottingham on March 2, 2014 Music and Meaning on the Factory Floor Work and Occupations Volume 34 Number 3 August 2007 253-289 © 2007 Sage Publications 10.1177/0730888407303944 http://wox.sagepub.com hosted at http://online.sagepub.com Marek Korczynski Loughborough University Business School This article examines an unexplored topic within industrial sociology—the terrain of music for meaning making on the factory floor. The article is based on ethnographic research undertaken in a blinds factory. Although contemporary popular music appears to speak only rarely to the arena of work, this article shows that workers reappropriated music to articulate their experience of working in the factory. Many workers independently created meaning systems through music, which displayed...
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...2014/ 2015 Music Around Me DEVELOPMENT OF STRATEGIC AND MARKETING ANALYSIS FOR A NEW MOBILE MUSIC STREAMING APPLICATION CLÉMENT CHEMINAT 56025 MIKOŁAJ SZYMAŃSKI 56026 COUNSELOR: ADA SCUPOLA Music Around Me C. Cheminat M. Szymanski Table of contents 1.0 INTRODUCTION .............................................................................................................................. 2 1.1 Background ................................................................................................................................. 2 1.2 Problematics............................................................................................................................. 4 1.3 Limitations ............................................................................................................................... 5 2.0 METHODOLOGY................................................................................................................................. 5 2.1 Primary Data............................................................................................................................. 5 2.2 Secondary data ........................................................................................................................ 7 2.2.1 Research papers ............................................................................................................. 7 2.2.2 IFPI Digital Music Report 2014 .............................................
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...DOI: 10.1037/a0026937 Can Sad Music Really Make You Sad? Indirect Measures of Affective States Induced by Music and Autobiographical Memories Jonna K. Vuoskoski and Tuomas Eerola University of Jyvaskyla ¨ ¨ The present study addressed music’s disputed ability to induce genuine sadness in listeners by investigating whether listening to sad music can induce sadness-related effects on memory and judgment. Related aims were to explore how the different mechanisms of music-induced emotions are involved in sadness induced by familiar, self-selected music and unfamiliar, experimenter-selected music, and whether the susceptibility to music-induced sadness is associated with trait empathy. One hundred twenty participants were randomly assigned into four conditions with different tasks: listening to unfamiliar sad or neutral music, or to self-selected sad music, or recalling a sad autobiographical event and writing about it. The induced affective states were measured indirectly using a word recall task and a judgment task where participants rated the emotions expressed by pictures depicting facial expressions. The results indicate that listening to sad music can indeed induce changes in emotion-related memory and judgment. However, this effect depends, to some extent, on the music’s relevance to the listener, as well as on the personality attributes of the listener. Trait empathy contributed to the susceptibility to sadness induced by unfamiliar music, while autobiographical memories...
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...1 Teenagers’ Reasons for Listening to Music and the Students’ Perception of the Effects of Listening When Completing School Assignments1 Jennifer Adriano Educational Leadership Doctoral Program Thomas DiPaola Educational Leadership Doctoral Program Center for Research and Evaluation The Alan Shawn Feinstein Graduate School Johnson & Wales University 1 Paper presented at the 42nd annual meeting of the New England Educational Research Organization, April, 2010, Portsmouth, NH. 2 Introduction Music is a significant part of our lives. People listen to music on the radio at home and in their car; they watch music videos on television or hand held technology; they buy CDs or download music; and they attend concerts. People also hear music in stores, restaurants, sporting events, and doctors’ offices (Schellenberg, Peretz, & Vieillard, 2008). Music is very important to many adolescents and they spend a considerable amount of their time listening to music. One study with N = 2,465 adolescents ages 13 and 14 found that participants listened to music for an average of 2.45 hours per day (North, Hargreaves, & O’Neill, 2000). Music has become a personal accompaniment in many teenagers’ lives because of the availability and popularity of personal music listening devices. In 2009, Jaffray released the results from the 18th semi-annual survey, “taking stock with teens.” The team of researchers surveyed approximately N = 1,200 students, with an average age of 16.3, in...
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...Introduction (World Music) MUNM 3113 World Music Dr. Christina Giacona cgiacona@ou.edu To complete this worksheet, provide your answers on this worksheet then submit the completed assignment in the “Intro World Music” dropbox on www.learn.ou.edu. NOTE: If a word count is given you can always go over the word count, just don’t go under! ------------------------------------------------- Materials ------------------------------------------------- To complete this assignment make sure you have fully read and watched the listed materials below Read: Introduction Material: * Music-culture: under the Content section in D2L * Before the Trip Begins: Fundamental Issues (textbook) pg 1 – 15 * Aural Analysis: Listening to the World’s Musics (textbook) pg 16 – 34 * Cultural Considerations: Beyond the Sounds Themselves (textbook) pg 35 – 60 PowerPoint: * The PowerPoint can be located at www.learn.ou.edu under the “content” tab Watch: * Sound, Music, and the Environment * http://www.learner.org/resources/series105.html?pop=yes&pid=1237 ------------------------------------------------- Assignment Questions ------------------------------------------------- Answer and complete all questions and projects below and highlight your answer in any color other than black. SECTION 1: OVERVIEW Part One: Before the Trip Begins: Fundamental Issues (textbook) pg 1 – 15 Answer these questions below 1. What do ethnomusicologists mean when they say, “Music is universal...
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