Archerd 1

Kathleen Archerd

Mrs. Frost

English 8A

13 November 2008

Music: The Communication of Souls

Music. Everyone listens to it, but most people don’t know that it is one of the

most brain-engaging activities (Fick and Shilts). From listening to music, to physically

playing an instrument, the brain is fully involved in processing the sound. Some would

even say that the brain is like an orchestra because in isolation, the important parts of the

brain are weak. However, when combined, they form one of the most complex systems

known to man. Music, like the brain, is extremely powerful, and most people don’t

realize the full extent of its influence on mankind (Fick and Shilts). As well as

influencing cultural groups, playing and listening to music also affects the individual

brain by forming memories, increasing intelligence, and stirring emotions.

The effects of music have been clearly seen throughout all of history. From the

beginning of civilization, music has been an important part of every culture. It helped the

ancient civilizations form social bonds within their tribes by providing the foundation for

ritual dances and entertainment (Einstein 3). These dances allowed the culture to unify

and become stronger as one.

Music has also been used to coordinate large groups with one common goal. It

made the pyramids possible by having the workers work in rhythm of the “heave ho” beat

("Sing, Brain, Sing"). Without music, the Egyptians would have had a difficult time

getting the laborers to work in synchronization. Music also tends to make work seem less
 Archerd 2

tiresome and more enjoyable (Einstein 3). That music is so influential in cultural

societies is shown though the ability to accomplish a task.

Since long ago, music has been used on the battlefield. Drummers were present

in the battle lines to provide a musical beat to which the soldiers could march. It kept

them in line, without breaking formation, allowing them to be more successful as a single

unit ("Sing, Brain, Sing"). Music was a crucial part of ancient cultures through ordering

troops.

Music, also, was often used to pass information from one generation to the next.

This is because it is easily remembered; music sticks in the head better than words alone.

If a village well had somehow become poisoned, the villagers would probably have come

up with a song that told future generations not to drink from the well because one of the

villagers died shortly after consuming the water. No one else would go to the poisoned

well because that song was burned into their memories. Another example of passing

knowledge through music is the ABCs song. Almost every child learns this song to

remember the letters of the alphabet and their order ("Sing, Brain, Sing"). From forming

social bonds, to coordinating large groups, to transferring knowledge, music has played a

great role in the history of mankind.

As well as in the past, music has a great influence on individuals today. One of

the aspects of musical influence is forming memories. Memories are stored in the front

part of the brain, an important region in processing music. While listening to music, the

eardrum sends the vibrations it receives to the brain. The brain then interprets these

vibrations, distinguishing them as pitch, rhythm, timbre, and melody, combining them to

form what is recognized as a song. If someone was listening to a particular song while
 Archerd 3

doing something memorable, such as experiencing their first kiss, their brain would form

an association between that song and the memory that was created ("Sing, Brain, Sing").

Music pulls on experiential and emotional memories, so the next time that person heard

that same song, they would immediately recall their first kiss and the feelings they

experienced (Miller).

As well as forming memories, music also increases intelligence. It affects the

brain mainly in the area of mathematics. Paralleling mathematic ideas, music focuses on

ratios, regularity, and patterns. In reading music alone, the importance of understanding

ratios and proportions is clearly seen (Harris). Music also helps with seeing the

relationships of fractions. This is because there is a direct connection between musical

notes and common fractions (McTamaney). One example of how music aids the

understanding of fractions is apparent in those attending Lee Elementary School. Lee

Elementary School students have been taught to translate a quarter note to one fourth and

a half note to one half. With music integrated into their math class, these students have

had higher scores on standardized tests and an increased intelligence in mathematics

(Heavin).

In addition to affecting mathematical intelligence, music also affects the brain in

the area of language (Foley). While listening to music, the brain processes the lyrics of a

song, sending the information to the auditory cortex, the brain’s language center. This

simple action of listening to a song exercises the auditory cortex ("Sing, Brain, Sing")

and increases blood flow to the brain (Westwood). Listening to this song also enhances

auditory discrimination, an essential component in language development (McTamaney).

Through enhancing auditory discrimination, music equips the reader with a better ability
 Archerd 4

to tell the difference between varying accents, frequencies, and pitches (Cromie).

Becoming experienced with these things helps one differentiate between sounds, such as

a long or short “a.” Music is important because it helps in the overall area of learning

phonics. The exercising of the auditory cortex and the improvement of language

discrimination are important to linguistic intelligence. Both these things occur though

music showing its extent of influence on the individual’s intelligence.

The effect of music that is most significant is the influence it has emotionally.

When as to why they thought music was important, people responded that it is because it

brings forth feelings and emotions ("The Biology of Music"). Researchers are still trying

to comprehend the feelings that melody, harmony, and rhythm produce (Cromie).

Because humans rarely feel one emotion at a time, music is used to convey several

emotions at once. Different emotions are communicated by the way notes are strung

together in a piece ("Sing, Brain, Sing"). For example, music with a slow tempo and a

minor key conveys sadness. On the other hand, music is thought of as “happy” if it is in

a major key with a quick tempo ("The Biology of Music"). Intricate emotions are

expressed through equally complex music.

While listening to music, it is not unusual for someone to become so emotionally

affected that they receive a shiver up their spine. This is because music triggers the

reward center in the emotional core of the brain (Fick and Shilts). This reward system

undergoes neuro-chemical changes that make a person happy (Larson). This is similar to

how the reward system reacts when a person eats chocolate, or when a drug addict snorts

cocaine (Fick and Shilts). The reward system of a Cambridge student, whose disability

destroyed his ability to perceive pitch, still sends a shiver up his spine when he listens to
 Archerd 5

the choir. It’s a wonder that someone who perceives so little from music can be affected

so emotionally (Westwood). This is the emotional effect that music has on the individual

brain.

Music also has an emotional effect on the way a person feels. It has generally

been known to lift someone’s mood, causing them to feel more optimistic, joyful, and

calm (Gold). Because it soothes the listener, it is commonly used in hospitals to placate

children before an operation (Heavin). Music is also used in hospitals because it reduces

pain by stimulating the auditory cortex. It is also used, not only by the patients, but also

by the nurses to keep them from burning out and to manage their stress (Larson). Music

releases stress by lowering the stress hormone (Gold). Turning someone’s day around is

yet another of music’s profound emotional effects.

Music has formed an important part of daily life since the beginning of time. It

has many diverse uses for large groups as well as in individuals. Its tremendous effect is

clearly seen in history as it enabled cultural development and opened new doors for

civilization. In the individual brain, music’s significance is so incredible that it cannot be

fully grasped by even the most educated researchers (Cromie). Music touches all the

aspects of the brain in molding memories, furthering intelligence, and rousing emotions.

It is one of the most powerful and wonderful gifts bestowed upon humanity by the

Creator.
 Archerd 6

Works Cited

Cromie, William J. “Music on the Brain: Researchers Investigate the Biology of

Music.” Harvard Gazette. Harvard University. 22 March 2001.

<http://www.hno.harvard.edu/gazette/2001/03.22/04-music.html>.

Einstein, Alfred. A Short History of Music. New York: Alfred A. Knopf, Inc.,

1937.

Fick, Steven and Elizabeth Shilts. "This Is Your Brain on Music." Canadian

Geographic. 1 (2006): 34. eLibrary. Proquest CSA. ASHEVILLE CHRISTIAN

ACADEMY. 24 Sep 2008. <http://elibrary.bigchalk.com/curriculum>.

Foley, Mary B. "The Music, Movement, and Learning Connection." Childhood

Education. 01 Apr 2006. 175. eLibrary. Proquest CSA. ASHEVILLE

CHRISTIAN ACADEMY. 17 Sep 2008.

<http://elibrary.bigchalk.com/curriculum>.

Gold, Stephanie. "Health in Harmony." Psychology Today. 01 Jan 2008. 59.

eLibrary. Proquest CSA. ASHEVILLE CHRISTIAN ACADEMY. 01 Oct 2008.

<http://elibrary.bigchalk.com/curriculum>.

Harris, Maureen. "The Effects of Music Instruction on Learning in the Montessori

Classroom." Montessori Life. 01 Jul 2008. 24. eLibrary. Proquest CSA.

ASHEVILLE CHRISTIAN ACADEMY. 29 Sep 2008.

<http://elibrary.bigchalk.com/curriculum>.

Heavin, Janese. "Music on the Brain: Lee Elementary Students Tune Up Their
 Archerd 7

Academic and Social Skills with Music." Tribune Business News. 11 May 2008.

eLibrary. Proquest CSA. ASHEVILLE CHRISTIAN ACADEMY. 17 Sep

2008. <http://elibrary.bigchalk.com/curriculum>.

Larson, Christine. "The Fine Art of Healing the Sick: Embracing the Benefits of

Writing, Music, and Art." U.S. News & World Report. 05 Jun 2006. 54-56.

eLibrary. Proquest CSA. ASHEVILLE CHRISTIAN ACADEMY. 01 Oct 2008.

<http://elibrary.bigchalk.com/curriculum>.

McTamaney, Catherine. "Why Music?." Montessori Life. 01 Jul 2005. 16.

eLibrary. Proquest CSA. ASHEVILLE CHRISTIAN ACADEMY. 01 Oct

2008. <http://elibrary.bigchalk.com/curriculum>.

Miller, Michael Craig. "Sad Brain, Happy Brain." Newsweek. 22 Sep 2008.

eLibrary. Proquest CSA. ASHEVILLE CHRISTIAN ACADEMY. 24 Sep 2008.

<http://elibrary.bigchalk.com/curriculum>.

"Sing, Brain, Sing." Newsweek. 22 Sep 2008. eLibrary. Proquest CSA.

ASHEVILLE CHRISTIAN ACADEMY. 24 Sep 2008.

<http://elibrary.bigchalk.com/curriculum>.

"The Biology of Music." Economist. 12 Feb 2000. eLibrary. Proquest CSA.

ASHEVILLE CHRISTIAN ACADEMY. 29 Sep 2008.

<http://elibrary.bigchalk.com/curriculum>.

Westwood, Matthew. "No End of Learning for the Musical Brain." Australian. 21

Jul 2008. 17. eLibrary. Proquest CSA. ASHEVILLE CHRISTIAN ACADEMY.

29 Oct 2008. <http://elibrary.bigchalk.com/curriculum>.