The Evolution of Music - Essay Example

The Evolution of Music and If It Promotes Bad Acts or Not Task Since ancient times, music has evolved greatly and has always been entrenched in human life. It is a part of almost all aspects of our daily life being a part of language, art and culture, and has been shown to have an inordinate effect on people’s lifestyles. Music existed even in the earliest civilizations; thus, it is quite hard to identify the actual time it started (Harris, 2009). It has been said that perchance it could be due to the enigma of the origins of music which explains the charm of its beauty. All types of music can be viewed as a kind of speech or language having shrewder aspects of meaning compared to spoken word but exhibiting greater emotive force. Men demonstrate an inborn capacity to cognize and react to musical tones, rhythms, and forms. Since the advent of music, astute individuals have acknowledged the power of music to affect our morals. For instance, Plato encouraged musical training in the teaching of the youngsters and children; he argued that such training would develop placidness and inner harmony in the learners (Neil-Palmer, 2009). Currently, owing to modern inventions and technology such as portable music players that enable individuals to easily access and acquire music, it has become a part of our daily lives and feasible to listen to all kinds of music concurrently, advantageously, and privately. Since most people view listening to music as a frivolous activity, numerous of its effects have been often forgotten and sometimes ignored. Music has evolved greatly and has always had promoted good acts among the listeners, the singers, composers and the society. Music can be emotionally calming, soothing prior to a test or entertaining during celebrations and festivities. Listening to music has benefits, yet, most individuals never cogitate. Several researches indicate that music can be applied to alleviate the suffering such as invalids and convalescents, the hurt, mentally ill or aging people. These research findings show that use of music in certain situations could be equally useful as various kinds of therapy (Bunt, 1994). It is documented that music, particularly when used in therapy, lowers the listeners’ heart rate, blood pressure and breathing rate. Music can induce physiological responses in patients, such as altering the heart rate to relieve anxiety and hypertension, and emotional responses to music can help recover suppressed memories that may underpin physical ailments (Bunt, 1994). These findings encompass the utilization of both active and passive methods depending on the individual’s needs and abilities. No person can comprehend all the methodologies music can profit the body, but explorations have shown that music can be beneficial to stress hormones. In some cultures, music and prayer function as a unified whole, as spiritual power of energy with healing properties. It is also possible that the musical structure promotes cognitive flexibility that might underlie processes of musical healing. The benefits of music across the lifespan have been studied in a variety of settings, in relationship to mood and during wellness and states of acute chronic illness. The findings suggest that music, used either alone or in combination with imagery, dance, or massage can reduce pain, anxiety, and tension or better life (Bunt, 1994). Most of the studies recommend that, to be most beneficial, music should be self-selected according to the individual preference (Bunt, 1994). In schools, students come from many walks of life; added to that diversified mix is the increasing number of special education students. The spectrum of learning disabilities is growing daily and the need for involvement of music and music therapists is becoming increasingly necessary as these students face greater challenges in the classroom (Neil-Palmer, 2009). A music therapist is trained to implement strategies that will strengthen an area of a student’s life through participation in musical experiences. Musical therapy work with children is essentially a social activity involving communication, listening, and sharing. These proficiencies may be fashioned within the musical rapport with the therapist or in groupings with peers (Harris, 2009). Ultimately, the skills learned through music therapy may be transferred to other areas of the individuals of the individual’s life. It has been shown that many students benefit from music (Harris, 2009). Some of the positive acts and transfer skills promoted by music among these special education students include an increase in appropriate social interactions or an increased ability to remember academic concepts that are introduced in a song. In addition, it can be for a physically disabled student being able to grasp a mallet for twice as long in order to play a drum (Harris, 2009). Music has the potential to assist these students in areas such as speech and language development and motor and social skills. For instance, in a research carried out among 13,327 high school students, findings indicate that those who took part in music attained better scores in sciences, languages mathematics and history compared to those who did not take part in music (Neil-Palmer, 2009).. Some forms of music such as rap, have been accused of glorifying and encouraging violence, sexual immorality, and other negative acts. However, when keenly considered, it is not the rap music that is responsible for such message but rather economics (Kinnon, 1997). The listeners and rap singers engage in such brawls due to lack of meaningful occupations and economic openings; if these ardent fans of rap music had employment and opportunities there would be no such problems. As Kinnon (1997) explains rap music in its untainted form is prose; it is poetry. Gangsta rap is a medium for highlighting and showing to the world the vast problems faced by the new generation as they try to keep it real and attain success in their lives. It more or less a plea to look at and address the pertinent issues challenging the younger generations. Rap music creates a challenge to the parents whose sons and daughters, especially children and teenagers, listen to rap music to open up to them and guide them about the messages in this music genre. Thus, it spurs a reflective level of self-examination creating a chance to talk what is good and what is potentially disparaging (Kinnon, 1997). Besides, rap music has also numerous positive lessons and groups that are roles models to be emulated. Music increases inventiveness; it has been observed that it has the possibility of letting people develop their creativity capacities. Because music is perceived by both the left and right lobes of the brain, it aids in spurring inspiration that is hard to come by (Harris, 2009). Numerous artistes have acknowledged that listening to music has assisted them in attaining a level of creativity, inventiveness and originality they would never have achieved merely on their own without the music (Kinnon, 1997). In addition, music has significant effect on an individual’s task performance ant outcome in the way it alters the moods and motivations. Although music does not increase a positive attitude automatically, research has documented that it decreases the strain and stress resulting from a task. For instance, in sports where competitors are regularly very closely matched in capability, music has the possibility of producing a small yet substantial effect on performance (Karageorghis, 1999). In sports training, music is also one of the best accompaniments. Music influences preparation and competitive performances through narrowing attention and taking off the mind from feelings of fatigue (dissociation), regulating and altering physical and emotional arousal, developing motor skills, and building of flow (Karageorghis, 1999). Generally, it is imperative that the listener listens to music they are conversant and contented with and the volume level ought to be such that it is not a distraction to the listener. In conclusion, music is a valuable instrument in reaching out to at-risk learners. These are individuals who may have on or more distinct characteristics such as low self-esteem, poor academic realization, lack of self-esteem, poor communication and social skills, disinterest in traditional schooling, poor conflict and problem resolution skills, passion for artistic communication and music, and those who are seeking success elsewhere besides in academics. Learners who take part in music education perform better on frequently do better than their counterparts on different aspects of academic achievement for instance in grade-point averages and standardized tests. References Bunt, L. (1994). Music Therapy: An Art beyond Words. London: Routledge. Harris, M. (2009).Music And the Young Mind: Enhancing Brain Development And Engaging Learning. R & L Education. Karageorghis, C. I. (1999). Music in Sport and Exercise: Theory and Practice. The Sport Journal, 2(2). Kinnon, J. B. (1997). Does Rap Have A Future? Ebony Vol. 52: 8; 76. Neil-Palmer, K. (2009). Effects of Music Instruction on Perceptions and Academic Achievement of Middle School Students. South Minnesota State University Press. Read More