Musical Ability and its Relationship with Business Success
Introduction
In recent years, research has made connections between the intelligence of children and musical ability (Gershon 2014; Schellenberg 2011; Sherman 2011, Vitale 2011). Most researchers who believe in this theory argue that the millions of synapses firing during musical activity strengthens one’s cognitive abilities such as IQ, creativity, communication skills, problem solving skills, and memory. This is supported by the many research opportunities they have taken part in, the observations and experiments they performed, and their first-hand experiences (Gershon 2014; Sherman 2011; Schellenberg 2004; Vitale 2011). Some researchers even say it could prevent diseases such as
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To test whether or not this hypothesis is true, one should not do what every other researcher in this field has done in previous years: measure the immediate intelligence level after receiving music lessons through IQ tests or something similar. Rather, one should test for a statistically significant difference between the success of musicians and nonmusicians in their futures. This can be done through observing successful and failed business starters and their past musical experiences. By looking at successful business starters and owners and comparing them to failed business starters, one could whether or not there is a correlation between musicianship and success as an entrepreneur, one would be able to determine if playing an instrument actually has a role in success later in life. Very few, if any, studies have been done on people’s musical abilities and their success in the future, creating an area that has the potential to end the arguments between these opposing viewpoints by coming to a conclusion based on career success rather than the inconsistent results of immediate cognitive
Studies show that those high school students least likely to be involved with drugs are band students. Six separate national independent studies showed students with four years of instrumental music scored 40-50% higher on their Math and English Sat scores that non –music students who had equal scores four years earlier. "Why" Music is the only subject that encompasses all seven learning intelligences. Music is one of only two subjects that "connects" the two independent sides of the brain –logical and creative. Similar studies showed that band students attend more regularly. They participate in their classrooms, look forward to and actually like school. They become more focused, more disciplined. An educated person is less likely to end up in jail, impaired by addictions, or homeless.
My mom required my three siblings and I to take piano lessons for at least two years when we were younger. I enjoyed playing, so when my two years were up I decided to keep going. I played for another four years, but my life started to get busy and I had too many things on my plate, so I quit piano for good. I have somewhat regretted my decision, and noticed a decline in my math skills during the past two years, and other areas in school as well. The absences of math and cognitive skills will dramatically affect a person’s life, because without these skills it makes it very hard to become a successful person in the world’s view. Contrary to what the New York Times article, “Music and Success” by Samuel Mehr stated, listening to music or playing
This review aims to address the debate as to whether or not playing classical music enhances the cognitive development of infants. This question is raised in response to the claim made by music educator Don Campbell (1997), who states that ‘playing Mozart to babies makes them smarter’, by aiding their intellectual and creative development. It is important to determine if there is sufficient evidence behind this statement as people are paying money for their children to experience the claimed effects. This review will draw upon, analyse and interpret a range of empirical research studies involving school-aged children to adults exposed to different forms of music (including Mozart) to measure the effects. Campbell’s claim will be critically evaluated and proved otherwise that playing Mozart to babies does not improve overall intelligence. It will be argued that the empirical studies are based on children and young adults not infants, that the effects were found to be temporary and relative to specific measure on intelligence, and that other forms of music can influence spatial reasoning.
Although musical intelligence is not seen as important or “truly smart” in society, it can still be powerful, and it still is a form of intelligence. Alternative forms of intelligence (those other than “book smarts” like mathematical or linguistic intelligence) are oftentimes overlooked by society. Another aspect of this piece is the view that societal intelligence is important to survival, and can just as easily be used as a reason to consider someone to be smart (Graff). If both musical intelligence and social intelligence are important facets of society, and both can be used to measure somebody’s smarts, musical education should be an appropriate addition to schooling because it has been shown to increase both. Musical education not only increases musical intelligence, but also emotional, interpersonal, and general societal
Three aspects of this topic will be discussed throughout this report to analyse why the Mozart Effect is being misrepresented. The difference between music listening and music instruction will be examined, as well as the different methodologies used in literature, and an alternate explanation for why a temporary increase in IQ ...
While it is true that physical activity is highly beneficial not only for us physically, but also for us mentally, learning to play an instrument benefits us in countless ways. There was a study done that showed increased executive function when individuals exercised. An article discussing the study defined executive function as, “skills important for planning and organizing, focusing on schoolwork, resisting impulses, self-monitoring and using strategies to achieve goals” (Hellmich 4d). Therefore, evidence shows, and I highly agree, that physical activity is beneficial. But music is equally, if not more advantageous than physical activity. Physicist Gordon Shaw and psychologist Frances Rauscher gathered together a team of neurobiologists, mathematicians, educators and musicians at the University of California in order to research the relationship between music education and cognitive abilities. According to an article in the New York Amsterdam
Many people do not realize the positive effect that popular music has on children. At a young age one of the breakthroughs for children is music’s benefit for language development. According to the Children’s Music Workshop, the effect of music education on language development can be seen in the brain. Studies have indicated that musical training develops the left side of the brain known to be involved in processing language and can actually wire the brain’s circuits in specific ways. The relation between both music and language development can also have advantages children. Listening to music can also improve children test scores and IQ levels. Dr. Schellenberg found that a small increase in the IQs of six year olds who were given weekly vocal and piano lessons. This leads to the fact that music is very helpful when it comes to education. Professor Christopher Johnson revealed that students in elementary schools with better music education programs sc...
As time goes on and technological capabilities increase, so too will knowledge of how music affects our brains. Scientists will be able to discover the full potency of the effects of music on our psyche, and how improvisation and creativity in music affect the brain along with immoral lyrics in certain music. Understanding this subject is relevant to becoming and better musician, student, and teacher.
The correlation between music and individuals is a very heavily researched topic. This literature review will critically evaluate the claim made by Don Campbell (1997, p.24) that ‘playing Mozart makes babies smarter’. This review will look at the history of the Mozart effect and also look at a range of sources that support and also go against the claim that the Mozart effect makes babies smarter. These claims will be analysed through the three main measurements in relation the Mozart effect these are spatial reasoning, arousal and also mood.
Schlaug, Gottfried, Andrea Norton, Kate Overy, and Ellen Winner. Effects of Music Training on the Child’s Brain. The Musician's Brain. New York Academy Of Sciences, 2005. Web. 14 Oct. 2013. .
Music and the Brain. (n.d.). Music and the Brain. Retrieved April 25, 2014, from http://tdlc.ucsd.edu/research/highlights/rh-music-and-brain-2011.html
Cooper, Belle. " How Music Affects and Benefits Your Brain."lifehacker.come. N.p., 11 22 2013. Web. 3
Playing a musical instrument as a hobby, gives an immense sense of achievement and true satisfaction, in that one can never feel like playing difficult songs or playing it flawlessly. This boosts the ego and enforces sense of self-achievement, which accomplish more in other aspects of life. Playing instrument as a hobby, require regular practice and dedication. Allotting time to practice daily develops discipline in a person. This can be very advantageous to children who, research shows that everything else fails, but music disciplines children-when they are naturally curious and excited about it.
Learning to play any musical instrument, benefits an individual in all aspects of life, whether it 's academically, socially, physically, or emotionally. Instruments that were created to make musical sounds are categorized into five main groups; strings, woodwinds, brass, percussion, and keyboards. And all it takes is dedication and admiration in order to successfully learn how to play an instrument. I believe that musicians, those who have musical ability, have an advantage over other individuals who don 't have the knowledge to play an instrument. Becoming a musician will also open up so many opportunities that are undeniably gratifying.
Weinberger, Norman M. “Music and the Brain.” Scientific American Special Edition 16.3 (2006): 36-43. Health Source- Consumer Edition. Web. 10 Oct. 2015.