Books versus Music: Evaluation of Influential Concepts - Essay Example

?Books versus Music: Evaluation of Influential Concepts Media, in different forms, is considered an effective medium in transmitting individual thoughts and academic beliefs to intended audience. Among the common means of conveying such ideals are through reproduction of books and airing of music. Admittedly, they are of different wavelengths, as the former is achieved through reading the texts while the latter is more involved in listening to the melody of lyrical music. Yet, the impact of both medium may seem to differ, as well. Although both of these media materials are created to communicate ideas or messages, influencing sources of each medium, as well as how each is expressed in public are quite different--their effect on their targeted sources can be varied. Books are anchored through scientific paradigms, while the fabrication of music is frequently borne out of cultural effects in differing generations. One must note that the ideals of one generation are quite different from the preceding ones. As identified by Lewenstein, available texts in the postwar era are more on the context of specific science subjects, reference guidelines, and even some citation indices on formal science (1). Evidently, books available in earlier times are more scientific in construct, and difficult to be comprehended by common people. Such trend is quite different nowadays, where citizens tend to buy books that are readable, but at the same time, information claims must still be patterned from scientific researches for reliability (Lewenstein 4). This goes to show that the influence of books is founded on its scientific credibility, assuring individuals that what they are reading are not nonsense materials. On the other hand, the development of musical concept extensively depends on existing beliefs present in current time and environment. In early periods in history, classic music had been rampant, where patrons flock in theaters to indulge in harmonious music created by geniuses like Beethoven. In the 80’s and 90’s, the rage had shifted into hiphop and pop music, where the lyrics largely reflect the struggles of teens on the brink of adulthood (Shafron 11). The cultural exposure of communities, then, is reflected upon the type of music they prefer and eventually create. Unlike the continuity of scientific basis in books, the music scene keeps on changing, depending on cultural orientation in norms and values maintained by current generations. Books dominate the cognitive arena, while music is more on the psychological side. It is a given fact that books are frequently created for intellectual purposes. Ranging from textbooks of different topics, each one seeks to present information for the comprehension of the readers, developing the cognitive abilities in the long run. Books are brain stimulants, activating neural centers and establish intellectual pathways for more advanced learning. Through logical conducts, reading books affect the development of education concepts and opinions, and as posited by Lewenstein, the books serve as academic windows to the realistic world, assisting individuals illustrate how they proceed with their careers and lifestyle, which they are to experience firsthand (4). In more ways, the logical and creative capacities of man to think in wider perspectives are also employed in such illustrative process; all through descriptive ways that books present relevant information. Deviating from intellectual procedures employed in books, music may have employed reading lyrical compositions, but how they proceed is reserved for opposite effects. There is a definite psychology with music, specifically on the emotional and behavioral side. As affirmed by Shafron, the emotions portrayed in the properties (theme, rhythm, and volume) of music can induce a person to certain affective response, influencing the emotional state and behavioral attitudes of individuals exposed to certain kind of music. They can also affect the intellectual memories of students, either distracting or boosting the mind’s ability to recall informative lessons (11). Nonetheless, their domination lies on their persuasive quality in reaching through the psyche of their listeners; changing emotional perceptions and actions upon consistent music exposure. Both mediums, books and music, are used to communicate thoughts and information, yet, on distinct levels; as scholarly books tend to present cold hard facts in detached manner, while music communicates on the personal level. Books aspire to create a community that understands the general concepts of phenomena and events as they happen. On the other hand, music seeks to commune with the social classes, reaching out to the citizens to share their emotional upheaval and struggle on a more personal level. The influence, thereby, as music possesses an encompassing context, books are narrowly restricted by the science-laced informative concepts. The former can be accepted, despite the lack of structured academic evidence, for it presents reality as it is, while the latter cannot proceed for people have high expectations on the credibility of books. In society, there is a biased view between books and music, as the influence of books must always be correct and proper, while music can skim through the character of societal feature with little regard for its obstructing rules. This is how both media works, accounting for distinctive influence they hold on their audience. At the same time, they seem to meet at middle ground, as they posit similar influencing outcomes; both are in the pursuit of changing the mind of the person. On one level, the presentation of scientific facts in books can alter the beliefs of individuals, while in indirect manner, music appeals to the emotional mood of the audience, affecting the way how they respond to things, and changing their minds on certain decisions, as well (Kett 160; Shafron 7). Though operating on different levels, correlation in decision outcomes are still in parallel form. All in all, the diversity between books and music covers two dominating structures: influential sources and how these are expressed on the audience. Books are structured from scientific constructs and are portrayed through detached and objective manner for maximum cognitive understanding. Contrastingly, music is dominated by cultural origins, where it is highly subjective and personal in features, giving it a psychological impact that can never be attained through books. In spite such vast divergence, both generate related outcomes, as each seeks to alter the mind set of individuals--through cognition in books and emotions in music. Works Cited Kett, Joseph F. The Pursuit of Knowledge Under Difficulties: From Self-Improvement to Adult Education in America, 1750-1990. California: Stanford University Press, 1994. Print. Lewenstein, Bruce V. “Why Should We Care About Science Books?” Journal of Science Communication, 6.1 (2007): 1-7. Print. Shafron, Gavin Ryan. “The Science and Psychology Behind Music and Emotion.” The Journal of Young Investigators, 20.5 (2010): 1-22. Print. Read More