2193333

Everything in Moderation, Nothing in Moderation

There are a plethora of mediums to interpret life. Interpretations depend on the types of

experiences we encounter, which then rely on factors such as socioeconomic status. These

seemingly uncontrollable elements define human existence itself and make way for social

diversity. Yet, when boiled down, every event is a superficial stimulant that provides the impetus

to continue daily routines. Life is therefore mundane and monotonous by definition; perpetual

fulfillment is unattainable. Despite this grim reality, humans are motivated by nature and strive

to overcome this truth to the furthest extent. This explains why the American Dream has existed

for nearly a century; people commit their lives to achieve wealth and power. Making these

aspirations tangible becomes all-encompassing and leads to intensity and obsession. As

demonstrated throughout history-- by teachers, elders, and leaders-- greed of desires leads to

corruption. In ​The Great Gatsby, ​all Gatsby wants is Daisy, albeit he attempts to buy her love by

becoming wealthy through corrupt means, inevitably failing. Accordingly, everything in life

must be done in moderation. Balance in every aspect of life is critical, even doing something as

elementary as eating almonds. Labeled as one of the healthiest foods, over-consumption of

almonds can cause death due to the hydrocyanic acid they contain, which is extremely toxic to

the human body. An absence of moderation is lethal.

Filling the empty void that is life is a complex dilemma thus; any activity is pernicious in

excess. However, there is one aspect in which this rule does not apply-- music. When I was

young, I remember traveling to Los Angeles four times a year to see my orthodontist. I dreaded

the trips until I got into the car and my parents would play my favorite radio station-- 99.7. I
instantly lost track of time and tapped my foot to the beat. The scenery outside became my

platform for creative thought. The delivery truck next to me became a stage for my friends and

me to dance on, and the median strip served as a runway for the fashion shows I often hosted.

Music serves as a distraction and an additive to the simplicity of life. Even the concept of music

as a healing influence dates back to the writings of Aristotle and Plato. For something that is over

12,000 years old, where people beat objects to create a rhythm, music is not held to the standard

it should be. Particularly in school, music and the arts, in general, are regarded as second-rate to

other subjects. This is detrimental to enforce in pupils and steps need to be taken to counter this.

From this, I developed my question: ​How can learning, listening, and playing music foster social

development and other personal skills for school and later in life?

Music has remained universal for nearly all of recorded history. In today’s society, it is

interconnected with almost any event. From weddings to funerals, music elicits happiness and

sadness, and everything in between. Humans take accessibility to music as a right, not a

privilege. Almost like clean water, oftentimes we forget to appreciate and be grateful for the

myriad types of music in our back pockets. Researcher Mehr even proved how universal music is

through recording details about how the implementation of songs and instruments affected a

variety of cultures. They discovered that in every society, music is related to behaviors like love,

mourning, rituals, and-so-forth (Gottlieb). Throughout history, people have correlated music to

an act taking place. Paralleling a type of music to an activity is rather effortless, and therefore

becomes easily accessible on a global scale.

Hearing pleasant sounds is overtly simple, yet the effects are enigmatically profound.

Using an fMRI machine, scientists can see that dopamine is released from the nucleus
accumbens during the height of an emotional moment during a song. Right before the emotional

moment hits, dopamine is also released from the caudate nucleus, which is involved in

anticipation (Suttie). It is intriguing how effective music is at sparking a chemical reaction in the

human brain to invoke happiness. Even in an unfamiliar song, neuroscientist Salimpoor explains

that dopamine is still released because the pattern of the tune is likely recognizable. Essentially,

any song in a genre associated with a positive behavior can boost mood. Take, for instance, pop

music. Undoubtedly one of the most popular types of music, this genre is made to please the

masses. Most pop songs evoke a universal theme, such as coming of age or the power of love.

Famous artists like Jason Mraz adhere to these standards, and write music like “I’m Yours.” The

singer conveys the common message of how impactful love is and how it can be life-altering.

Analyzing this specific tune closer, a simple four-chord progression is apparent. The chords I,

IV, V, and Vi are not only used in this song, but in almost every hit pop song that has existed for

the last 40 years (Longdon). This identical melody structure complies with the familiarity that

humans crave in a tune.

The constant release of dopamine while hearing music also involves dynamics. Dynamics

include speeding up or slowing down (crescendoing and de-crescendoing). In a study done by

Large, participants listened to a Chopin piece with and without dynamics, and the participants'

pleasure centers only lit up when dynamics were incorporated Without the implementation of

dynamics, listeners failed to recognize that it was even the same song (Suttie). This phenomenon

that affects the masses is deliberated and commonly exercised. The​ National Anthem, ​a song

used to bring together millions of people, utilizes dynamics predominantly in the last two lines.

A crescendo takes place throughout the second to last line and then in the final line, a crescendo
occurs in each clause. This leaves the audience with a sense of awe and comradery. It

communicates belonging, which increases your sense of safety and obligation to your group.

This explains why music concerts are so popular. People go for the music, so they are not

concerned about the people next to them. You are there to experience the songs and embrace the

meanings of them. Humans are brought together because of this. Culture or race becomes

irrelevant and love takes over. This stunning effect cannot be seen anywhere else.

Musical rhythms influence brain rhythms, and brain rhythms are accountable for your mood

(Suttie). Therefore, listening to music together makes brains sync up rhythmically, which

invokes a shared emotional experience. This phenomenon has an intriguing result when

exploring different styles of music and one's personal history. A study by neuroscientists found

that songs impacted many centers of the brain simultaneously, but each style of music had its

own pattern. The pattern created by each style of music was similar amongst the participants,

even if the person did not like the song (Suttie). This similar yet unique effect on the brain is also

largely influenced by one’s cultural environment. Even though human brains synchronize, the

difference in preference is due to how our neurons are wired together, which is based on the

individual's personal history of listening to or performing music. This explains why individuals

have divergent tastes in music.

The formation of music preference begins as young as eight months old; scientist Hannon

found that a multitude of babies that age were able to tune into rhythms of music from their

cultural surroundings (Suttie). Enveloping infants in a music-rich environment goes beyond

music itself. Music increases the ability to notice changes in patterns, which is pertinent in

today’s world. Scientists engaged 39 infants in 12 15-minute activities, one group incorporated
music and the other did not. After a month, they found that the babies who were in the class with

music had a heightened response to the disturbance in speech and music rhythm in the prefrontal

and auditory cortex (McElroy). Inferably, participants in sessions involving music allowed for

the improvement of pattern detection. As the neurons of infants are forming connections, it is

crucial to implement and advocate for music. Although all types of music are beneficial, classical

music in particular helps form music-correlated pathways. Researchers speculate the intricacy of

classical music is what stimulates the brain to figure out spatial problems faster (Bales).

Consequently, listening to works by composers such as Mozart, Bach, or Beethoven have

positive effects. Although these composers may have the most significant effects, any type or

genre of music can positively influence an infant.

In an interview with Beth Bremer, a school teacher who helped establish the performing

arts program at Wren Avenue Elementary School, she explained how her students react to music.

She stated: “Certain types of music can motivate my students to do different types of work. I

have specific songs I use when it is time to clean up.” Music has impacted her own life

profoundly, so she loves being able to share it with her young students. The outcome of applying

music into her curriculum has only been advantageous, hence the students’ lax attitudes to

cleaning up. Children, in general, improve skills like concentration, coordination, relaxation,

patience, and self-confidence when listening and playing music (Ciares). Utilizing music with

younger children is significant because they are still struggling to learn major concepts, like time.

Playing a song eases this because it is a behavior cue: Pupils become acclimatized to the duration

of a piece and perform tasks accordingly. Luckily, music can be used in every subject. Science,

for example, can be taught through songs that explain the muscular system and include
mnemonics to encourage the memorization of the types of ecosystems (Alegria). In every aspect

of a curriculum, the ability to implement music is painless and beneficial, and accordingly should

be done. Even for adults, music should still be relevant, as the Mozart Effect holds true

throughout life. A study at the University of California, Irvine, found that students perform better

on exams when they listened to Mozart prior to the assessment (Harvard Health Publishing).

Listening to music, particularly classical music, increases spatial awareness and consequently the

ability to interact with your surroundings. Even with strokes, the leading cause of death in

America, recoverers who listened to music were able to improve their verbal memory, mental

operations, and focused attention significantly more than patients who did not partake in hearing

music (Harvard Health Publishing). When memory begins to fade, music has shown to help,

especially for those suffering from memory diseases, such as Alzheimer’s. Research shows that

listening to songs makes way for behavioral benefits for those with Alzheimer's disease. With

this disease in particular, the ability to remember music is usually intact. Because of this, the

implementation of music can help patients profoundly (Moreira). Therefore, the human brain

was seemingly made to hear rhythm and melodies throughout life.

According to researchers, when syncing up musically, by keeping the beat or

harmonizing, we tend to feel positive social feelings towards those people (Davis). In an

interview with Emeline Thompson, a vocal trainer, she noted that “As a singer, you are relying

on your accompanist to stay with you, especially if things do not go as planned. In a choir, band,

or any type of ensemble, the same is true. Everyone must be aware of what the other is doing and

be together at all times.” Being a part of any music-related activity increases contact,

coordination, and cooperation; the implementation of music education should be prioritized in

schools. Mrs. Thompson has also found that “performing music has made me more open-minded

and loving towards others.” This empathy effect is not so much in the perfunctory aspects of

learning music but the process. By working with others and being open to other opinions and

backgrounds, it can increase empathy. A study was even performed to prove how music

influences empathy levels. A group of primary-school-aged children played musical games over

the course of a year while another group did not or played the same games but involved

storytelling or drama instead of music. At the end of the year, those who played games with

music had higher empathy scores (Jenkins). Social development is enhanced when music is

involved.

Learning, listening, and playing music also increases cognitive ability. A study in which

the GPA’s of children in elementary school who played and did not play instruments were

compared, scientists discovered that the average GPA was higher for students who played

instruments (Saunders). Playing instruments has a direct effect on comprehension abilities;

listening to music activates the brain, especially during moments of anticipation. Music engages

the brain over a period of time, so listening to music could increase the ability to predict events

and pay attention. The FMRI study showed this, as the brain was most lit up during the pauses or

transition moments of a song (Allsup). Not only does this apply to playing instruments, but

music classes result in cognitive improvement. Beth Bremer also noted a “strong correlation

between incorporating music into the classroom and seeing better results in other academic

areas.” A study where scientists tracked people taking music lessons demonstrated improved

language-based reasoning on every level (Wilson). Despite this, music education has been
demolished in schools and overtaken by other subjects. As a result, music is seen as an opulence

and not a necessity in school.

To conclude, the original question must return: ​How can learning, listening, and playing

​ he
music foster social development and other personal skills for school and later in life? T

answer is that it can, on every level. Music is something that requires no moderation. It can

accommodate every human being in this world. From the community, to the individual, and to

the neuron, music has a profound effect. Sometimes I dread waking up at 6:30 am every

morning, but then I hear music playing next on my phone, which automatically increases my

oxytocin and dopamine levels. Even more, I look forward to music class first thing every

morning. I can reflect my findings to myself, as my connection to my fellow classmates in choir

is extremely close due to our constant time together spent harmonizing and keeping the beat. As

I, many humans have had a wonderful experience with music. It is apparent that music has

surrounded humans for all of recorded history, and we have come to evolve with it. Music

education thrives in many countries, like Norway, Sweden, Denmark, and Finland. However,

countries like Canada, England, and the United States need to advocate for the implementation of

music in schools. In the United States, music programs at many public schools are underfunded

or taken away altogether (Anitanee). The ignorance of leaders to ignore music is preposterous

and must be changed. Music is a driving force in human nature, it gives meaning to our

otherwise bleak existence. From clapping to snapping, music is pleasure. It has made a

remarkable change and it will continue to do just that. Never deny its existence, because it will

always be there. Life starts with a beat and ends with a beat, life starts with music and ends with

music.
 Works Cited

Alegria, Maria. “Music as a Teaching Tool.” ​Edutopia,​ George Lucas Educational

Foundation, 7 June 2017, www.edutopia.org/blog/music-teaching-tool-maria-alegria.

Allsup, Randall Everett. ​Remixing the Classroom: Toward an Open Philosophy of Music

Education (Counterpoints: Music and Education).​ Indiana University Press , 2016.

Anitanee. “Anitanee.” ​Music Education Works​, 14 Feb. 2020,

musiceducationworks.wordpress.com/author/anitanee/.

Bales, Diane W. “The Basics.” ​University of Georgia Extension,​ 1 Oct. 2006,

extension.uga.edu/publications/detail.html?number=C1053-06&title=The%2BRole%2Bo

f%2BMusic.

Ciares, Jovanka. “Benefits of Music on Child Development.” ​Butterexchangeband,​ 26 Mar.

2015, www.corkbutterexchangeband.org/benefits-of-music.

Davis, Lizzie, and Victoria Longdon. “These Four Chords Are at the Heart of Every Pop Song.”

Classic FM,​ Classic FM, 28 Feb. 2019,

www.classicfm.com/discover-music/music-theory/four-chords-every-pop-song/.

Gottlieb, Jed. “New Harvard Study Says Music Is Universal Language.” ​Harvard Gazette,​
 Harvard Gazette, 25 Nov. 2019,

news.harvard.edu/gazette/story/2019/11/new-harvard-study-establishes-music-is-universa

l/

Harvard Health Publishing. “Music and Health.” ​Harvard Health​, July 2011,

www.health.harvard.edu/staying-healthy/music-and-health.

Jenkins, J S. “The Mozart Effect.” ​Journal of the Royal Society of Medicine,​ The Royal Society

of Medicine, Apr. 2001, www.ncbi.nlm.nih.gov/pmc/articles/PMC1281386/.

McElroy, Molly. “Music Improves Baby Brain Responses to Music and Speech.” ​UW News,​ 25

Apr. 2015,

www.washington.edu/news/2016/04/25/music-improves-baby-brain-responses-to-music-

and-speech/.

Moreira, Shirlene Vianna. “Can Musical Intervention Improve Memory in Alzheimer's Patients?

Evidence from a Systematic Review.” ​Dementia & Neuropsychologia​, Associação De

Neurologia Cognitiva e Do Comportamento, 2018,

www.ncbi.nlm.nih.gov/pmc/articles/PMC6022981/.
Saunders, Laura. ​Your Brain on Music: The Cognitive Benefits of Music Education​. CreateSpace

Independent Publishing Platform, 2017.

Suttie, Jill. “Four Ways Music Strengthens Social Bonds.” ​Greater Good,​ 15 Jan. 2015,

greatergood.berkeley.edu/article/item/four_ways_music_strengthens_social_bonds.

Suttie, Jill. “Why We Love Music.” ​Greater Good,​ 12 Jan. 2015,

greatergood.berkeley.edu/article/item/why_we_love_music.

Wilson, Freya. “Music Lessons Improve Children's Cognitive Skills and Academic

Performance.” ​Frontiers,​ 23 Apr. 2018,

blog.frontiersin.org/2018/04/19/neuroscience-music-lessons-cognitive-skills-academic-pe

rformance/.
 Works Consulted

Baker, Mitzi. “Music Moves Brain to Pay Attention, Stanford Study Finds.” ​News Center,​ 1

Aug. 2001,

med.stanford.edu/news/all-news/2007/07/music-moves-brain-to-pay-attention-stanford-st

udy-finds.html.

Miller, John. “American Music Therapy Association.” ​History of Music Therapy |

History of Music Therapy | American Music Therapy Association (AMTA)​, 2018,

www.musictherapy.org/about/history/.

Schwaninger. “Does Musical Training Improve School Performance?” ​ArtsEdSearch,​ 2016,

www.artsedsearch.org/study/does-musical-training-improve-school-performance/.

Wetter, Olive. “Does Musical Training Improve School Performance?.” ​Instructional Science:

An International Journal of the Learning Sciences,​ Springer. 233 Spring Street, New

York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-Mail:

Service-Ny@Springer.com; Web Site: Http://Www.springerlink.com, 30 June 2009,

eric.ed.gov/?id=EJ844101.