Maturing the Mind Assignment 4
Transcript of Maturing the Mind Assignment 4
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Garry Morales
22 March 2013
Maturing the mind: How music enhances our potential
After Miguels graduation from high school, he faced a dilemma about whether to study
engineering or music. Having first reflected deeply, he chose civil engineering as primary career,
and his musical passion was buried. During his college years, he was successful; he often helped
his classmates with math problems because he possessed the ability to visualize solutions in his
head very impressively, and he also enjoyed being part of his college debating team. One day by
chance, he read an article about musical benefits and he then realized that although he had left
music behind, it did not matter because music had sharpened his skills. Miguels story has a
lesson for everyone: the years learning music whose benefits last during all lifetime will be
evident both intellectual and emotionally.
Thanks to recent advances in neuroscience, there has been an increasing interest for
researchers about how music improves the function of the brain, especially at early ages. Part of
the benefits that musical stimulation brings out is that help develop mathematic skills what let
children exploit their usage in many daily life activities. Therefore, if children are subjected to
musical stimulation at early age, they will probably have the facility to resolve complex math
problems, in other words, the ability of finding solutions of daily problems, or the so-called
logical reasoning process. Rauscher and Hintons study is,perhaps, one of these investigations
that approach the same idea by associating how music stimulates the spatial-temporal reasoning.
In their experiment executed in preschool level, they divided 78 students in three different
groups: in piano (individually) with singing lesson, in only singing lesson, and computer
instruction. After several months of training, children were pre and post-tested and, despite of no
difference in the pretest, kids in piano-singing training scored higher on visual and auditory tasks
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that demanded partial and temporal abilities, same for Arithmetic, but not on two verbal tasks
which computer group dominated (216). Thus the researchers said that singing and playing the
piano requires primarily visual-physical representation of intervals (distance between tones)
which is equally and linearly depicted in the keyboard. Moreover, this statement explains why the
singing group did not get high score as the piano-singing counterpart because only singing
training lacks of the visual representation of pitches (217). Furthermore, the spatial-temporal
reasoning is linked to the perception as an implied activity that recognizes the cognitive process,
in other words, the perception adapts our setting within learning. Also important to mention that
the spatial-temporal reasoning gives the ability of reproducing geometric shapes in different
dimensions which is really useful for architects, sculptors, painters, designers, etc. An amazingly
particular case is Albert Einsteins perception as an irrefutable proof that demonstrates how
musical benefits expanded his imagination when he found the famous Theory of Relativity or
also known as the optics of motion. Cited by Shinichi Suzuki, Einstein granted that by saying, "It
[the optics of motion] occurred to me by intuition. And music is the driving force behind this
intuition. My parents had me study the violin from the time I was six. My new discovery is the
result of musical perception" (Suzuki 79). Although the piano and the violin have different
characteristics, the relationship is the same insomuch as coordination is visual as well as physical.
Another aspect considered by researchers is if the advantages brought in by early music
training help potentiate speaking skills, what might further refine the preschool instruction.
Sylvain Moreno highlights that Bangert and others study, carried out in 2006, revealed the close
connection between music and language by exhibiting more cerebral activity in areas of the brain
related with language processing in musicians than in non-musicians (qtd. in Moreno 335). Music
per se has its own language, or better said its own notation, structure, and metric; both music and
language are constituted by acoustic elements such as pitch, duration, dynamics, and timbre
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(Kenney 28), whose elements explain why the brain in non musicians showed less activity than
trained musicians. In order to illustrate the above statement, with pedagogic purposes, music
teachers of the Southern Georgia String Project start their lesson by showing the musical figures
not as abstractions but through words because students are more familiar with. Then, as language
divides words in syllables, they assign a word which every syllable has equal duration, for
example, in order to fit two equal part in one beat (tapping or clapping) students say DOC-TOR
which belongs to the duple figure in music; or LI-BRA-RY for a triple figure; or MI-SSI-SSI-PPI
for quadruple figure, and so on. Likewise, singing those examples like MI-SSI-SSI-PPI and LI-
BRA-RY provides refinement in speaking skills due to correct accentuation-shaping of words
(Santacruz). Indeed, many studies in music and language topics have forayed prosody melody
(or intensity-pitch) relationship which have concluded that musical expertise, by increasing
sensitivity to pitch, enhances pitch detection not only in music, but also in speech (Moreno 335).
The sound element in music pointed out above by Moreno boosts coordination in speaking
because either music or language has sonorous (phonemes) and rhythmic (syllables) patterns.
Precisely rhythmic patterns together with form and metric elements are the reasons why
music has positive effects in memorizing. For instance, the structure of a sentence can be
associated with shaping a phrase in a composition: they both present inflexions where the
performer stresses and relaxes what it wanted to be expressed. Many musicians take advantages
of it when memorizing because instrumental music, although it lacks of lyrics, is accompanied by
harmony (or ordered pitches sounding at same time), what it is even easier for singers because
their musical literature has lyrics as well as harmony. In teaching the first lessons in music imply
to hear songs with melodic and rhythmic patterns in order to memorize them (Santacruz) which
normally are pieces easy to catch on our minds as Mary had a little lamb orthe Alphabet
song. Their structures are simply composed by two or not more than four phrases that are
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repeatedly sung, and most of these tunes include their titles in the first phrase. Melodically, these
compositions are simple because they require children to sing few different pitches, for example,
Mary has a little lamb has three pitches in different variations. Hence, the ability of
memorizing songs is undeniably helpful in learning too what it seems to reveal connections
between verbal and visual memory. In fact, a study carried out by Hanna-Pladdy and Mackay in
2011, on three groups of senior with different levels of music training demonstrated that musician
realized much better on verbal and visual memory activity than their non-musician counterpart
(378). Then based on it, for musicians it would be easier to remember names (verbal memory)
and also to work better on all what they look at (visual memory). Once again, it is demonstrated
that visual and verbal coordination plays a prevailing part in cerebral stimulation given by music.
Looking at another extra-musical benefit, music seen as lifetime training keeps the
auditory sense sharp. It is well known that playing in a band, orchestra, or other little ensembles
is one of the most demanding activities and requires as much attention as possible all the time
about what is happening around, and a musician, therefore, must be aware of not only what one
plays but also what other musicians play. According to Benjamin Zendel and others, this
intensive training in the future will prevent any age-related hearing less. They found less hearing
problems in life-long musicians than non-musicians, this isbecause being a musician is a highly
demanding cognitive activity, in some cases requiring the coordination of 1800 notes per minute,
thus required highly developed working and long-term memory, in addition to integrated and
precise auditory, motor, sensory and visual processing and it is, therefore likely that lifelong
musicianship will influence age-related changes on some or all these cognitive abilities (Zendel
416). In summary, constant ear training keeps the auditory sense sharp. It is interesting that
Zendel highlights that music training not only integrates several braining tasks involved in the
cognitive process but also in an accurate way what, again, demonstrate the importance of music
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for the coordination as an early training for children. On the other hand, it is worthy to mention
that there have been some cases in which musicians have gradually lost their hearing because
their long-term exposure while practicing or performing in closed halls with lots of reverberation
and/or big instrumentation. Researchers have called this illness as noise induced hearing loss
(NIHL) and, according to Boasson, there are four main reasons that can cause this illness in
musicians: the orchestra pit or hall, the orchestra setting, the orchestration of the compositions,
and the length of the concerts (Jansen et.al 154). What Boasson found reveals that the conditions
where musicians perform have a decisive role in hearing loss because many times musicians play
at small and cramped pits what modify the orchestra setting; it also depends on the amount of
instrumentalists involved in a performance that can impact negatively in the auditory sense such
as huge brass and percussion sections located behind less potent sections (strings and
woodwinds), in addition to how many hours musicians perform per day (ballet and opera
companies can have up to four performances daily). Hopefully in the future employers should
consider these factors to make halls, settings and physical conditions more appropriate for
musicians. Personal experiences have forced me to use silicon ear plugs, when rehearsing at
resonating hall, to substantially lessen the impact on my hearing; however, it is possible to lose
some significant effects that are necessary in the music realm.
At an emotional level, music seemingly helps patients overcome social anxiety and other
disorder behavior. The mystery about why music stays on our minds for long-term might explain
why metal illness can be healed with music-therapy; because this long-term permanency in the
brain, music might evoke in patients distant but pleasant memories that in turn would be
stimulating cerebral connections involved in different emotional as well physical tasks. There are
some reported cases in which music therapists confirm the existences of these cerebral
connections such as a case published under observations of social anxiety in which a five-year-
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old boy overcame his bad behaviorwhen he listened to classical music as if the neurons, the
cells of his brain, began to work properly (Gold). Although the music therapist only gives
information based on observations, she relates the benefits provide by music to autism spectrum
disorders with behavior problems; some of them are enhancing skills in communication,
interpersonal relationships, self-regulation, coping strategies, stress management, and focusing
attention (Gold). In another case, a music therapist reports how a nine-year-old child, who had
not been able to attend school, amended his disorder behavior (aggressiveness and severe
emotional crisis) and could be enrolled at a school after having received music-therapy aimed at
increasing his attention span and helping him to enjoy self-expression (Herman qtd. in Foran
56). Other reported case was about a rape victim child who overcame her extreme anxiety by
encouraging her to improvise music which raised her confidence (Henderson qtd. in Foran 56).
As said above, these imperceptible but evidently beneficial cerebral connections that music
stimulates are possible thanks to the cells that roam the brain, or better-called neurons. Those are
regenerated throughout our lives what maintain the integration of the senses coordinated and
responsive to external factors.
Contrary the former statement, the story of Nathaniel Ayers, Jr. s reveals a harsh reality in
which an individual involved in music underwent a sudden change on his behavior (The Soloist).
Being a talented contrabass player, Nathaniel achieved admission at Julliard School of Music but
in his third year, he suffered a mental crisis and left the school. After of being a homeless man for
many years and playing the violin on the streets, he was discovered by a journalist who released
his story in a newspaper. The journalist then realized that every time Nathaniel played, he became
the person that once was before his mental breakdown (The Soloist). However, there is
something questionable, why did not music avoid him the mental illness? And, why, when he
plays, does he now seem to be cured? It is because the individuals environment plays a decisive
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role when it does not satisfy external stimulations. Susan Kenney outlines how children construct
their own knowledge and try to read into in accordance what is surrounding them, although they
must have the freedom to develop dispositionshabits of mind and attitudes- about themselves,
others, and the world (29). New advances in neuroscience also show that because the brain
development is an ongoing process and one-fourth of human genetic material is subjected to
external-environmental simulation, [i]nteractions with the environment can produce either
positive or negative changes in genes expression and especially in case of neglect and abuse
bring about chemical and hormonal changes that prevent the development and integration of
brain systems (Stien qtd. in Foran 54). This game of exploring the environment not only refines
childrens skill but also fortifies their personalities. Returning to Nathaniels story, even though it
might be a case in which traumas altered his emotional stability negatively causing his
breakdown, music is still renewing what researchers call cerebral links that serve him to sharpen
his senses in order to correlate his thoughts with his actions. David Hudson supports this idea by
telling that recent experiments in music medicine studies manifest that hearing music affects the
biochemistry of the blood which in turn may cause effective changes, and he emphasizes that
music is not just a psychological distractor; rather, it elicits actual physical changes in the
system (20-21). But what happen when a prodigy child grows up into very demanding
surroundings? The tragic story of Josef Hassid reflects how too much pressure can be the musical
realm when expectations are superimposed on an individual. Hassid, born in Poland in 1923, was
considered by many influential musicians of his time one of the best violin players of the last two
centuries; however, after moving to London, he showed the first symptoms of psychosis in 1941
what worsened in a chronic schizophrenia, and then spent his last nine years in several asylums
until he died in 1950 (Feinstein). Assuming the version that he got his mental illness because of
heartbreak, there is a relevant point to consider: his last girlfriend rejected his engagement
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proposal because her family was anti-Semitic (Feinstein). Although Hassids family environment
was normal, the new setting and his condition as a foreigner caused negative effects on him; he
was rejected for his personal beliefs and religion, and his reaction was actually began speaking
in derogatory terms about his religion, grimaced in front of the mirror, laughed inappropriately,
frequently changed his clothing and denied his recordings were his own (Feinstein). Then, on
one hand, his personality complex could he have brought since he and his father embarked to
England before the Second War World exploded but the anti-Semitic sentiment was already
widespread in Eastern Europe. On the other hand, a post factor could be the unsuccessful
treatments that were practiced at the asylums which included repeated insulin doses and even 25
sessions of Electro-convulsive therapy. It will always exist uncertainty about what factor was
decisive in causing Hassids crisis; the true is that the setting where an individual evolves plays
an important role in the individuals development.
In conclusion, everyone should receive music training during childhood because it
stimulates the brain in a proper way, and even prevent some age-related illness. Because music
stirs creativity and hearing, improves learning and memory skills, and consequently the language,
and even strengthens the personality in an enjoyable environment, it should be incorporated into
not only the pre-school instruction but also during the pregnancy. What makes music more
relevant at early ages is its stimulation and refinement in the coordination of several tasks (visual,
verbal, auditory, and motor activities) at the same time, something that any other activity
requires. Whether or not you choose to be a musician, other benefits outside of the musical
realms last a lifetime. So, if parents choose to allow their children to enjoy classical music,
playing music, and appreciating the art of combining sounds, they will be grateful forever,
similar to Miguel.
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Work Cited
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