The teacher puts .
on music from an artist named, Mozart. Listening to Mozart produces a brief but .
significant increase in performance of a spatial IQ task in students. (Nature, 1990, .
365,611.) In the early 1990s, Mr. Shaw and his partner, Frances H. Rauscher, conducted a .
study on whether or not music has a significant effect on the brain. Using a group of 84 .
students, they showed that listening to a Mozart piano sonata for ten min improved .
the students" spatial-temporal reasoning skills. .
(http://www.edweek.org/ew/vol-17/30music.h17). Soft, classical music provides a calm, .
soothing, and focused state to relax in. Thus providing a significant example of how .
music effects the brain. .
Music is essential for everyday life. It has been shown that music helps relax, encourage, .
motivate, and even heal certain individuals. Many individuals rely on music to help.
relieve stress or combat the effects of a disaffiliating .
illnesses. Studies have also shown that music enhances brain neurons to be more active .
which results in better concentration during school activities and sports. Movies even use.
music to set the stage. It can sadden or excite its .
audience and enhances their viewing pleasure. Exercise instructors, as well, use music .
to influence their classes by establishing a fast or slow tempo. Music can change an.
individuals state of mind, attitude, and tone .
just by the beats of a melody. .
Different kinds of music initiate different moods. There is a multitude of music, such as, .
R & B, Spanish, techno, country, classical, rock, and in each category of music there is .
are subcategorize of music. Each type of music sets distinct mood or condition for its .
surroundings effecting a certain result in a individual. For instance, a day as a teenager, is.
one prime example of a broad usage of .
musical settings. For most teenagers attending school is a burden and waking up at dawn .
is not one of the most encouraging aspect of attending school either.
