The effect of music

on human mind

NAME-sharada prasad sahoo

Roll no-1611095

ABSTRACT:-
 Music is one of the greatest and beautiful creation of God in this earth.
Nature produces sound and every single sound produced are called music. We came to know
about the existence and significance of music through the nature and tried to discover
different kinds of music.

Music has a vast influence over the nations and peoples on this planet.
It has been used in every culture, and is often connected with anxiolytic and analgesic
properties. Today it is used in many hospitals to help patients relax and help relieve or ease
pain, confusion and anxiety. counselling. Music therapy techniques may include guided
listening or improvisational playing and are used within the context of many theories, and for
many types of mental disorders. Listening to music has also been found to have an effect on
learning. A survey studying the difference in GP A between students who listen to music
while studying and those who do not finds no overall significant difference, but does find that
students who listen to hiphop and rap while studying score significantly lower while students
who listen to easy listening and classical are likely to have higher GP As. Music is an ever-
changing, ever-increasing gift from God, free and available to all who seek it and many who
do not.

People approaches,methods,terminology:-

Throughout history, man has created and listened to music for many purposes.
King Saul sent for David to play the harp when his mind and soul were troubled. Music has
served to express emotions such as joy or sorrow, and has done so very effectively. music.
Humans were already playing such complex instruments as bone flutes, jaw harps and
percussive instruments long ago in the earliest civilizations (1). Music is a unique gift to and
from each person who creates it. It reveals vast quantities of information about the performer,
from their mood swings to biochemistry, inner rhythms of organs, and even the way they are
physically built. Music is an ever-changing, ever-increasing gift from God, free and available
to all who seek it and many who do not. As such, it is naturally endowed with the ability to
affect those who listen in monumental ways (2).

Aristotle and Plato both prescribed music to debilitated individuals. Plato

prescribed both music and dancing for the fearful and anxious, while Aristotle spoke of the
power of music to restore health and normalcy to those who suffer from uncontrollable
emotions and compared it to a medical treatment (3). Infants as young as two months incline
their attention toward pleasant consonant sounds and away from unpleasant dissonant
sounds(1).

Music therapy has been incorporated into numerous different residential and
adult day care centres. The power music has to change emotions and elevate or depress mood
is a key sign that it would be an effective tool to use in counselling mood disorders.
Adolescents, especially, are susceptible to the effects of music. The type of music adolescents
listen to can be a predictor of their behaviour (4). Adding music to traditional models of
psychotherapy proved to decrease depression symptoms significantly more effectively than
the therapy alone. Adolescents participating in ten weeks of therapy using music had
significantly lower post test symptoms than pre test (4).

Psychologists working with addictive patients, see music as a catalyst for

transcending many dimensions of a person's life such as the cognitive, affective,
behavioural, social and spiritual. These practitioners also point out the ability of music
to reach beyond usual methods to help patients become "unstuck" at issues they have
difficulty confronting (3).

Neuromusicology is a term used to describe the study of the relation between the
human nervous system and the ways people interact with music (2). Normal sounds, such as
the tones heard in music proceed into your body through a marked path. They begin as sound
waves enter the cochlea (inner ear). The function of the cochlea is to sort complex sounds
into their elementary frequencies, and then transmit them to the auditory cortex as trains of
neural discharges via separately tuned fibres of the auditory nerve. The auditory cortex is in
the temporal lobe. Here specialized cells respond to certain frequencies. Neighbouring cells
have overlapping tuning curves to prevent gaps in the system. However, the brain's response
to music is more complex. Instead of interpreting each tone individually, the brain groups the
sequence of tones together and identifies the relationships between the sounds. This involves
many more areas of the brain than those aforementioned(1).

Studies comparing patients with brain injuries and healthy individuals have
discovered a lack of one centralized area for music perception in the brain. Instead, music
activates many areas throughout the brain. Several of these areas are also involved in other
types of cognition. Music activates slightly different areas in each individual's brain,
contingent on experience and musical training or lack thereof(1). In recent times,
neuroscience has discovered activations in at least 18 areas of the brain during performance
of specific tasks in making or hearing music(5). Different aspects of music have different
focus areas of the brain as well. Imaging studies of the cerebral cortex revealed a focus of
activation in the auditory regions of the right temporal lobe while subjects focused on the
harmony of the music. The high activation area for timbre is also located on the right
temporal lobe(1). The auditory cortex cells in guinea pigs also respond differently when the
guinea pigs have been conditioned to respond to a tone by a mild shock than if they are
unconditioned stimuli. This may help explain how a familiar melody such as a phone
ringtone or a family member's whistle may catch a person's attention in a crowded, noisy
room.(1).

Musicians also commonly exhibit hyper- development in the areas of the brain
relating to the fmely tuned muscles used in playing their instrument (1). In fact, skilled
musicians can be compared to skilled athletes, only on a small-muscle scale. They must be
able to decipher the complex symbolic codes representing movement that comprise notation,
move predominantly small muscles exactly and precisely, time their movements precisely,
and add their own personal touch to the tone, timbre, volume increases and decreases, and
every aspect that makes up musicality in musical performance (2).

Inasmuch as musicians can be compared to athletes in their skills, they can also be
compared to them in their afflictions. Professional musicians suffer from many ailments
relating to the profession. Some of these include tendonitis, carpal tunnel syndrome, back
pain, anxiety, vocal fatigue, overuse syndrome, and focal dystonia. Focal dystonia is a
localized disturbance of skilled movement. It is usually task-specific and common to people
in certain professions that involve moving hands and fingers in quick, nimble, precise ways
for long time spans while focusing on a flow on information (2).

Although many studies have been done on the effects of classical music, many
adolescents and young adults today are deeply infatuated with many other types of music.
Adolescents often use music to facilitate coping with loneliness and stress This necessitates a
study to find if music other than classical and baroque is also effective on raising grades. The
present study was designed to determine if there is a

correlation between listening to music while studying and a better grade point average (GPA)
for college students at Liberty University. The author's hypothesis is that listening to music
while studying will show a positive correlation with higher GPAs(4).
ANALYSIS:-

These results point to several generalizations. Listening to most kinds of music

while studying does not seem to have a large effect on performance in classes. However,
listening to rap and hip-hop/R&B did show a negative effect on grades. If any music types
were to have a positive effect, they might include classical, easy listening, and rock.

This study is not conclusive because it has many faults. First, the sample size
is very smalL A larger study is recommended in the future. Second, the sample was not very
diverse, as it was taken all from one college, which does not accurately reflect college
students across the nation or world. Third, the students surveyed were mostly Christian,
which also does not accurately reflect the population, and also might have an effect on they
type of music the students tend to listen to and their study habits, as well as any number of
other factors. Next, the survey questions did not allow for completely accurate calculation of
GP A means, as it asked for a range of GP A instead of a specific GP A. Specific numerical
values would provide much more accurate information and be much easier to process and
interpret as well.

Another factor not considered in this short survey is socioeconomic class and
racial diversity. Music choices often correlate with these factors, so there may be many other
hidden causal factors for the results. Finally, the survey relies on honest people telling the
truth to get accurate results. In the future, a larger, broader, more accurate study is
recommended to confirm or refute the findings in this one.

There are other factors to consider for other studies in relation to this topic.
One such subject might include studying the specific effects on listening to music while
studying different subjects. For instance, some students may improve their subject retention
while listening to music and doing math homework than reading history. Other factors to
consider are whether lyrics in music effect study effectiveness. Many more studies are
necessary to more thoroughly understand the subject of the effect of music on the brain.

REFERENCES:-

(1) Weinberger, N. M. (2004). Music and the Brain. Scientific American,

291, 88-95
(2) Roehmann, F. L. (1991). Making the connection. Music Educator's
Journal, 77,21-25.
(3) Gallant, W., & Holosko, M. (1997). The use of music in counselling
addictive clients. Journal of Alcohol and Drug Education, 42, 42-52
(4) Hendricks, C. B., Robinson, B., Bradley, L. J., Davis, K. (1999). Using
music techniques to treat adolescent depression. Journal of Humanistic
Counselling, Education & Development, 38, 39-46.
(5) Perret, D. (2004). Roots of musicality: on neuro-musical thresholds and
new evidence for bridges between musical expression and inner growth.
Music Education Research, 6 327-342.