"If you have something to say, words are, compared to notes, a poor medium to say it” ―Author Unknown
Q. Does music actually seem to help raise people's I. Q.?
A. There have been many different studies, and probably a hundred different ways to measure intelligence. We know certain music brings us to greater attentiveness, allowing for better focus and concentration. Studies show that playing music early in life helps build the neural pathways that allow language, memory, and spatial development to take place. We know that stimulating linguistic rhymes, dances, movement, and play in the early years are essential to the foundation of bringing the emotions, mind, and body together. Music can be effective in study and assist in concentration. A popular study into the study showed students who listened to Mozart prior to testing scored higher marks in an intelligence test, and was published in Nature Magazine in 1993. The study by Rauscher, Shaw and Ky, is entitled "Music and Spatial Task Performance." (pp. 28, 303, 305-306.)
A. There have been many different studies, and probably a hundred different ways to measure intelligence. We know certain music brings us to greater attentiveness, allowing for better focus and concentration. Studies show that playing music early in life helps build the neural pathways that allow language, memory, and spatial development to take place. We know that stimulating linguistic rhymes, dances, movement, and play in the early years are essential to the foundation of bringing the emotions, mind, and body together. Music can be effective in study and assist in concentration. A popular study into the study showed students who listened to Mozart prior to testing scored higher marks in an intelligence test, and was published in Nature Magazine in 1993. The study by Rauscher, Shaw and Ky, is entitled "Music and Spatial Task Performance." (pp. 28, 303, 305-306.)
Q. What is The Mozart Effect?
A. The Mozart Effect is an inclusive term signifying the transformational powers of music in health, education, and well-being. It represents the general use of music to reduce stress, depression, or anxiety; induce relaxation or sleep; activate the body; and improve memory or awareness. Innovative and experimental uses of music and sound can improve listening disorders, dyslexia, attention deficit disorder, autism, and other mental and physical disorders and injuries. (The Mozart Effect, Don Campbell, pp. 27-30.)Q.
Q. How is music used in a healing context?
A. Music helps release the stress of being ill; it can vitalize, inspire, and reduce pain. Music is not an instant cure for disease, although there is much research on the importance of auditory stimulation in health. The ear is essential for balance, language, expression, and spatial orientation. Music and rhythmic patterning are used extensively before and after surgery and for patients who have had strokes and head injuries. Music Therapists are trained specialists who can assist in physical, developmental, and psychological settings. A musical background is not necessary for the patient. Music reaches multiple areas of the brain, more than just language and therefore can be quite effective in a clinical environment. (Index)
Q. What is sound healing?
A. Sound is the vibrational field that makes up language, music, and tone. When it is organized, we communicate words, ideas, feelings, and expressions. In its disorganized form, it creates noise. Sound, whether we are in the womb or even in a coma, reaches our brain and our bodies through skin, bones, and ears. Every person listens in different ways. When rhythm, melody, and harmony are organized into beautiful forms, the mind, body, spirit, and emotions are brought toward harmony. There are dozens of ways in which sound and music is used throughout the world. (For an in-depth look at music in nursing, medicine, and psychological uses of music, see Music, Physician for Times to Come.)
Q. What is the history of The Mozart Effect?
A. Research with Mozart's music began in France in the late 1950s when Dr. Alfred Tomatis began his experiments in auditory stimulation for children with speech and communication disorders. By 1990, there were hundreds of centers throughout the world using Mozart's music containing high frequencies, especially the violin concertos and symphonies, to help children with dyslexia, speech disorders, and autism. In the 1990's experiments were begun at the University of California in Irvine with Mozart's music and spacial intelligence assessments. As recently as 2001, new studies in England use Mozart's music to study its effect on epilepsy.
(pp. 15-23 and The Mozart Effect for Children, pp. 8-9 and 11-13.)
Q. What other music is beneficial for learning?
A. Each learning environment should be assessed before using music. The time of day, the sounds in the environment such as air conditioners, and outside sounds all modify the way we can concentrate. Each person responds to sound differently when tired or after having a meal. At times, ten minutes of stimulating music that quickens the heartbeat and awakens the imagination is useful (marches, folk, popular). Dr. Georgi Lozanov suggests slow Baroque music for optimal learning (Bach, Handel, Correli, Telemann). pp. 78-81 for uses of jazz, pop, ambient, and other styles of music. Also see Rhythms of Learning, Chapter 6.)
Q. Why is Mozart's music beneficial for learning and health?
A. Mozart's music is the most popular and researched music for helping modify attentiveness and alertness. The structural and not overly emotional expression helps clarify time/space perception. It is not overstimulating and the structures of the rondo, sonata-allegro form, and variation form are basic ways in which the brain becomes familiar with the development and familiarity of ideas. (pp. 27-30.)
Q. How do I make best use of recordings to improve study and creativity?
A. Some people are hyper-responsive to sound, and music can distract them during study. Others learn how to select music for their different moods and projects. Generally, the challenge to study comes when we are overstimulated and cannot settle down to focus or we are dull, tired, or bored and cannot get the energy to begin a task. In the two-CD set The Mozart Effect, Focus and Clarity two different types of music help you develop your own style of preparation for study. Once you learn when your mind needs relaxation or stimulation, you can develop a variety of ways to use music to help you maintain good study habits. (From the insert: Ten Ways to use Music for Studying and Projects, The Mozart Effect for Focus and Clarity)
A. The Mozart Effect is an inclusive term signifying the transformational powers of music in health, education, and well-being. It represents the general use of music to reduce stress, depression, or anxiety; induce relaxation or sleep; activate the body; and improve memory or awareness. Innovative and experimental uses of music and sound can improve listening disorders, dyslexia, attention deficit disorder, autism, and other mental and physical disorders and injuries. (The Mozart Effect, Don Campbell, pp. 27-30.)Q.
Q. How is music used in a healing context?
A. Music helps release the stress of being ill; it can vitalize, inspire, and reduce pain. Music is not an instant cure for disease, although there is much research on the importance of auditory stimulation in health. The ear is essential for balance, language, expression, and spatial orientation. Music and rhythmic patterning are used extensively before and after surgery and for patients who have had strokes and head injuries. Music Therapists are trained specialists who can assist in physical, developmental, and psychological settings. A musical background is not necessary for the patient. Music reaches multiple areas of the brain, more than just language and therefore can be quite effective in a clinical environment. (Index)
Q. What is sound healing?
A. Sound is the vibrational field that makes up language, music, and tone. When it is organized, we communicate words, ideas, feelings, and expressions. In its disorganized form, it creates noise. Sound, whether we are in the womb or even in a coma, reaches our brain and our bodies through skin, bones, and ears. Every person listens in different ways. When rhythm, melody, and harmony are organized into beautiful forms, the mind, body, spirit, and emotions are brought toward harmony. There are dozens of ways in which sound and music is used throughout the world. (For an in-depth look at music in nursing, medicine, and psychological uses of music, see Music, Physician for Times to Come.)
Q. What is the history of The Mozart Effect?
A. Research with Mozart's music began in France in the late 1950s when Dr. Alfred Tomatis began his experiments in auditory stimulation for children with speech and communication disorders. By 1990, there were hundreds of centers throughout the world using Mozart's music containing high frequencies, especially the violin concertos and symphonies, to help children with dyslexia, speech disorders, and autism. In the 1990's experiments were begun at the University of California in Irvine with Mozart's music and spacial intelligence assessments. As recently as 2001, new studies in England use Mozart's music to study its effect on epilepsy.
(pp. 15-23 and The Mozart Effect for Children, pp. 8-9 and 11-13.)
Q. What other music is beneficial for learning?
A. Each learning environment should be assessed before using music. The time of day, the sounds in the environment such as air conditioners, and outside sounds all modify the way we can concentrate. Each person responds to sound differently when tired or after having a meal. At times, ten minutes of stimulating music that quickens the heartbeat and awakens the imagination is useful (marches, folk, popular). Dr. Georgi Lozanov suggests slow Baroque music for optimal learning (Bach, Handel, Correli, Telemann). pp. 78-81 for uses of jazz, pop, ambient, and other styles of music. Also see Rhythms of Learning, Chapter 6.)
Q. Why is Mozart's music beneficial for learning and health?
A. Mozart's music is the most popular and researched music for helping modify attentiveness and alertness. The structural and not overly emotional expression helps clarify time/space perception. It is not overstimulating and the structures of the rondo, sonata-allegro form, and variation form are basic ways in which the brain becomes familiar with the development and familiarity of ideas. (pp. 27-30.)
Q. How do I make best use of recordings to improve study and creativity?
A. Some people are hyper-responsive to sound, and music can distract them during study. Others learn how to select music for their different moods and projects. Generally, the challenge to study comes when we are overstimulated and cannot settle down to focus or we are dull, tired, or bored and cannot get the energy to begin a task. In the two-CD set The Mozart Effect, Focus and Clarity two different types of music help you develop your own style of preparation for study. Once you learn when your mind needs relaxation or stimulation, you can develop a variety of ways to use music to help you maintain good study habits. (From the insert: Ten Ways to use Music for Studying and Projects, The Mozart Effect for Focus and Clarity)
