Classical music, according to Giraldez (31) affects the ability and the brain’s organization through rhythm and melody. Giraldez (31) further notes that the levels of serotonin that are produced by the brain are raised by rhythms. In explanation, he defines serotonin as a neurotransmitter that transmits nerve impulses that aid in maintaining jolly feelings. Giraldez (31) adds that when the brain produces serotonin, so is tension eased. In keeping with, Giraldez (31) depression results from scarce production of serotonin hormone and it are only released when the brain is positively shocked. An example is when one looks at a splendid painting, feeling of an extraordinary sensation, smelling of delicious scent, eating scrumptious food, or even listening to exciting music. The above mentioned makes the brain to let of certain amount of serotonin that arouses pleasant feelings. This essay discusses how classical music influence on students in different ways.
Firstly, classical music rhythm stimulates other innate cadencies of the body that resemble brain’s Alfa-rhythm or heartbeats. Such effects aids in countering development of clinical depression. Arguably, the melody acts as a sparkle that catalysis the imaginative procedure of human mind. Juuti and Karen (19) note that the idiosyncrasy of music is that while and poetry heavily depends on rational transport to instigate an emotion because they are mediated from words, music transport emotions directly from podium. Student’s benefit from classical music’s virtues vastly when compared to adults since the experience advantages in cognitive skills (Juuti and Karen,19).Juuti and Karen (19) indicate that the powerful effects of classical music are crucial in the life of students and the beneficiary always appears to possess enhanced performance in education. In keeping with Kopiez and Marco (73) majority of the great minds in history were musicians or people who had music power. For instance, Einstein was one of the most brilliant people in history and he played violin and admitted the violin made his smart. Juuti and Karen (19) note that Einstein found solution to complex mathematics by improvising his violin. The second example is Thomas Jefferson, when he could not get the collect wording during the declaration for independence he played his violin. Kopiez and Marco (73) urge that music aided Jefferson in projecting words to the paper.
Morford and Lenardon (51) affirm that just listening to music style enhances the ability of the brain, and this result to improved brain development. Kopiez and Marco (73) indicate that the widely known “Mozart Effect” is a situation where improvement on the performance of spatio-temporal reasoning, as well as, short-term memory is achieved through listening to complex music. Morford and Lenardon (51) further acknowledge that music, more so the “baroque” affects the frequency, and the amplitude of brain waves that is measurable by the use of electro-encephalogram. Morford and Lenardon (51) note that music also affects electrical resistance of the skin, and breathing rate due to the influence on hormone system. Sims (15) argues that it brings the pupil to dilate, increase heart rate, and increase blood pressure. Resultantly, it allows for more concentration, and assimilation of more information in a shortened span of time. Sims (15) notes that contemporaneous activation of both lobes enhances learning and information absorption, resulting to augmented cognitive skills.
In keeping with Rusinek and Constanza (12) most students have developed an attachment with classical music i.e. as an entertainment in parties, and as a stress reducer. Arguably, music remains as an integral part in schools and music therapists have used diverse genres of music like the jazz, classical music and popular music for various therapeutic reasons like relaxation, counteracting depression, anxiety reduction, arousal of emotions, as well as, enjoyment.
Rusinek and Constanza (12) note that music therapists have many times attempted to explore in greater depth the diversity of client’s behavior in relation to the music genres. Among diverse genres, classical music is most favored for relaxation and imagination by the majority of therapists as it is multilayered and written in different forms. Giraldez (31) further indicates that classical music is written in many forms, stimulates imagination and conveys different moods. Arguably, due to these advantages, classical music has been useful in music therapy, as well as, in education. Giraldez (31) indicates that student in study classical music i.e. composers, musical structures, history and forms.
There are various advantages of listening to western classical music with schools. In keeping with Rusinek and Constanza (12) listening to classical music can enhance musical intelligence. In keeping with theorists intelligence comprises of numerous factors, and they have been combined by Howard Gardner who came up with multiple intelligence theory. In his work, Gardner theorized seven intelligences which have since increased to nine. They include; verbal linguistic, visual spatial, musical rhythm, logical-mathematical, bodily-kinesthetic, interpersonal intelligence, naturalistic, spiritual-existential intelligence, and intrapersonal intelligence. Among all the fore mentioned intelligences, musical intelligence has been identified as the most import ant in the development of the early stages of human life. As such, the earlier music education is instigated, the greater the improvements in musical intelligence. In keeping with Giraldez (31), classical music is thought to filter emotions and feelings. Notably, many people have testified that they gain relaxation and emotion steadiness when they listen to classical music. Notably, listening to music has been related to increased concentration during study.
Thirdly, Rusinek and Constanza (12) note that through generating a sequence of diverse emotions, listening to classical music gives the student a different foundation to thoughts, actions, and words. Arguably, listening to classical music intensifies the enjoyment and improvement, boosts crestfallen spirits, as well as, assuaging the turbulence thoughts. According to Giraldez (31) the proven effects of classical music on brain are wide-ranging from human, animal to plant’s development. Giraldez (31) indicates that in human music boosts spatial IQ; it increases the short term, and the long term memory. Research acknowledges that musicians perform better on word memory as compared to other adults.
Fourthly, the fact that classical music comprise of structural factors, it has be thought to give impetus for analytical and logical thinking (Rusinek & Constanza 12).Rusinek and Constanza (12) further indicates previously, rhythm was thought to stimulate the brain’s left hemisphere, while the melody stimulates the other brain hemisphere. As such, it is crucial to acknowledge that lateralization, indicates that every hemisphere is bestowed with different activities from the other. However, dominance does not stand for absolute control of functions (Rusinek & Constanza12). Rusinek and Constanza (12) argue that classical genres enable student to think systematically. Arguably, classic music contrary to popular music comprise of themes, change of themes, and, repetitions. As such, when listening to classical music students easily identify physical features like harmony, melody and tempo variation. Notably, the concentration in student may be sharpened through the process.
Fifthly, listening to classical music boosts creativity. Stakelum (8) argues that music itself is a creative art in which students experience creative pleasure though the classical music’s medium. Further, this creativity Stakelum (8) note is acquired through participation in numerous activities that relate to art, not considering whether the students are artists, composers or audiences. As such, students develop competence of imagination, that influence creative thinking. Due to the perceived advantages of listening to classical music many students relate to classical music. So as to experience the aesthetic of classical music, factors that are considered essential include; knowledge of musical information, musical structure, composer, and musical piece.
Incredibly, most educational settings have included classical music through passive music listening. Noteworthy, passive music is less engaging and might fail to sustain student’s attention. However, it remains as a tenet of music therapy practice, as well as, the preferred style of music most effective to clientele in educational and clinical settings. Arguably, if students understand classical music, it becomes easy for them to experience a sense of familiarity when listening. As such, their preference for classical music becomes stronger and thereby benefitting their curriculum.
In keeping with Williamon, Sharman, and Ralph (27) melody and rhythm remain as the two fundamental components of music that operate in different ways. Williamon, Sharman, and Ralph (27) further states that while rhythm synchronizes emotions with systematic patterns, melody is essential in creative reasoning. Williamon, Sharman, and Ralph (27) proceed to indicate that humans have for long been tied to specific musical cadences. He emphasizes that rhythm in the heartbeat, speaking, walking, chewing, jumping, and breathing stand for a regular pattern in human quotidian life. In classical musical rhythm which increases serotonin production in the brain, it boosts critical thinking. Classical music is made valuable is the rigorous mathematic order involved. Magnini and Shawn (51) indicate that the effect of classical music can be described in two effects that operate in synergy i.e. the rhythm and the melody. The former synchronizes the entire body with the crucial rhythms and produces proper mood for augmented creative and cognitive capabilities. The later effect in synergy with the former corresponds with the thoughts resolution hence giving a student warm feeling of ability to tackle challenges.
Burkholder et al. (64) indicate that it is the beat that establishes the fundamental effect of music on human body. Burkholder et al. (64) further acknowledges that together with enhancement of creative and cognitive functions of the human brain, aided by the right melody. For example, when an autistic boy is instructed to tie a shoe, the task is very hard and probably impossible. However when instructed through rhythm to tie the shoe the task becomes easy to achieve. Giraldez (31) indicates that according to Mozart effect, children taking music lessons experience advantages in cognitive skills.
Greata (53) note that the acquisition of classic music knowledge at an early level is fundamental to children’s learning. Nonetheless, elementary school level, more so, those in their first grade possesses a short attention span. The situation has left educators concerned about maintaining students’ interest in class. Burkholder et al. (64) argue that to address the issue, there are numerous activities that have been recommended and many professionals have fought to adopt education by including joyous activities as a mode of teaching. Plainly, the enjoyment possesses distinct characteristics similar to play that in turn are considered essential in early stages of development of emotional, social, and physical growth (Greata 53). As we have learned in this essay, classical music listening is crucial in students development.
Works Cited
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