Musics Effect on Our Body and Mind - Essay Example

Running Head: MUSIC AND HEALTH Music and Health Name Institution Date Introduction Music has a deep effect on our body and mind. There is an expanding area of health care referred as Music Therapy, which utilizes music to heal. People who perform music treatment are finding an advantage in utilizing music to assist people who suffer from cancer, and many other diseases. Hospitals utilize music and music treatment to assist in managing pain ward off sadness, to calm patients, to relieve muscle strain. According to Seymour (1991), a strong beat of music can motivate brainwaves to vibrate in sync with the beat, with quicker beats bringing concentration that is sharp and more attentive thinking, and a slower beat encouraging calm, thoughtful state. The change in brainwave action stages that music brings enables the brain to easily shift speeds on its own as required level. This implies that music bring permanent advantages to a person state of mind, even if the person has stopped listening. Music listening has influenced individual’s sense of happiness, lifting peoples spirits and calming their anxiety. Music making is a multimodal action that engages the mixing of hearing and Sensory-motor processes. The capability to sing is evident from childhood, and doesn’t rely on proper training of vocal but can be improved by training. For the past few years, there has been increasing evidence that supports the possible usefulness of music in medicine. Many studies illustrates that listening to music improves the touching and cognitive functioning of patients. Performing music at a specialized level is the most composite of accomplishments of human being. As a sensory motivation, music is both exceptionally complicated and structured a long many dimensions (Schmid, 2005). Active making of music can strongly influence thoughts and feelings of the people. It differs from listening to music in many ways. Music making enlarges mental capabilities that are important to fine mental function, while listening to music permits minds to move around. Making music can assist offer break from stressors daily through directing focus and alertness of the individual as a whole. Music-based wellness movements can give practical ways to know how to handle stress. All of these might put in to feeling better both physically and emotionally. Though listening to music gives some diversion from those with stress, it cannot give the success and self-worth that might come from music making. This success directs to positive self-interest and self-care that are important to welfare of the person. Music making can assist organize time, while both playing and preparing a daily schedule. It assists to make time significant and purposeful. Music making gives chances to proclaim individual interests and favorites, to state strong emotions, to show individuality and style, to derive worth of feelings, and to posses something to expect. While listening to music gives part of these results, making music goes past the margins of prerecorded sounds to exclusive and individual terms and communications. Making music provides a sense of belonging, of being useful, and of having a essential community part. . Music increases immunity, relieve muscle tension, and many more. Listening to and making of music prior to an event full of stress illustrates lesser salivary cortisol levels for a long time following the activity, compared to those experiencing similar stress minus music. It also illustrates evidence of cognition improvement and improvement in function of the memory. It does not matter the type of music used as long as the subjects (Griffith & Todd, 1994) favor the music. Creativity is the tendency to make or identify ideas, options, or potentials that might be important in problem solving, talking with other people, and entertaining ourselves and others. In order for someone to be creative, the person needs to be capable of analyzing stuffs from various perspectives. The person should be able to make options or to view stuffs differently doesn’t happen by change. It is associated to other, more basic traits of thinking, such as elasticity, and ambiguity tolerance or unpredictability Music motivates creativity by inspiring the imagination of kids at an early age. As a kid, when we listen to a song that feels on stuffs known and symbolic to our daily life, we start to imagine and extend our imagination. This practice sets a quality for creativity in our life later. It gives a tool for expression that enables abilities to create. Music can progress social skills and communicating on higher levels. Through music one can discover how to create sounds by tapping on the surfaces or hand clapping. This behavior always instill confidence to person Research on the causes of training music on the brain propose that music learning improves areas of the brain in charge of encoding and sound processing, including regions of the cortex of cerebral and the auditory brainstem. Guiding the brain to hear and understand music enhances the capability to hear and know the speech. The causes are specifically well defined under situations high noise in the background. Music has been utilized in healing since the commencement of time. At the moment, the interest is growing among the providers of health care concerning music and medicine. Patient response shows that music training has helped in patient, relationships in the community, family and enhanced ego performance (Ashley-Farran, 2006). Unlike listening to music, active making of music puts extra needs on the nervous system, resulting to a strong combination of perception and action. Procedures that are intervened by sensory, multimodal integrative regions and motor spread all over the brain. This integrative fronto-temporo-pariental system overlaps with parts of the reputed system of mirror neuron, which is significant in the view and actions executions. Shortages in the motor execution and articulatory activities are signs of several neurological disorders. Indeed, it is recognized that making music in the long term can encourage plastic amendments in the brain. Activities of making music may help the establishment of optional pathways, which could comprise the capability to avoid dysfunctional regions of brain caused by central cut and neurodegenerative disorder. According to Burns, et al., (2001), singing specifically can act as therapeutic tool that is valuable since it is a general form of expression in music that is normal as speaking. Moreover, singing employs an auditory-motor response loop within the brain more strongly than other music making actions such as playing of instruments. From a developmental viewpoint, children make vocalizations that can be considered as music precursors and intonation of speech. Kids can sing large range of songs and their level of performance is equivalent to the adult’s performance. Music enhances the learning process of young kids, particularly below the age of five. Neurologists argue that this is due to foundation of music in mathematics, for instance, ratios and fractions. Students in high school, who actively participate in music, score higher in mathematics and verbal scores (Swanson, 2005). Both music listening and music playing affect the learning process and thinking. If task is finished by quiet and music that is soothing, it assists the listener think, work quickly, and analyze in a manner that is more efficient. Music creates a positive attitude to listeners and motivates them. The academic skills of students are improved by music. The students are made to listen to a particular music while working in the lab. Therefore listening to pleasant music while undertaking difficult task, makes it easier. Music has a good effect on the listener’s level of concentration and it develops one’s memory. The silence between two notes of music activates the cells of the brain and neurons, which are responsible for sharp memory development. Flute music, are recommended for the development of memory and concentration. Music always results into some serious damage in tinnitus form or other lasting hearing damage. Tinnitus is a buzzing within the ears that varies from minor to severe. Tinnitus is an extremely subjective condition. Some patients argue to identify sounds of animals or evensongs that are popular. Music has been recognized to bring about epileptic seizures, frequently resulting in psychiatric problems (Edlin & Golanty, 2009). Parents need to know that violent, homophobic, and racist lines in most music today have a negative effect on young people who listen and make them. Parents therefore should challenge these youths of unconstructive representations and converse them with their children. Music first choices can be a caution indicator of a distressed teen. Lonely, depressed youth might be involved in music which that satisfy their despair and hostility feelings. Numerous research show that a preference for intense metal music might be an important marker for alienation, abuse of substance, psychiatric disorders, risk of suicide, stereotyping in sex-role, adolescence risk-taking behaviors. According to Swanson, (2005), music causes the brain to misplace its symmetry among its left and right halves, this is always experienced when someone tries to concentrate on an activity when loud or disruptive music is playing. This always leads to learning problems and disrupts children behavior. Likewise, it develops diminished work abilities among adults. The music type that affects the brain is always destructive types of music such as rock. Conclusion Therefore, the most effective primary way of engaging in music is through listening to music. This implies that listening to music is the most human is rewarding experiences. Music has no useful similarity to other rewarding stimuli, and has no established biological importance, yet people proceed listening to music for fun. The pleasurable features of listening to music are associated to a change in arousal of emotion. As technology proceeds, the rate of survival of former premature birth enhances with long-term implications for these kids having damaged neurological development, late growth, and demand for particular education. Therefore neonatal intensive unit care has concentrated on music uses to diminish stress, to encourage homeostasis and gain of weight, to increase maturation development and shortening the hospitalization length. Results illustrates that respondents usually found music to be less interesting, and gauss that music did not come out as expected by an individual with usual hearing. However music listening can be increased by controlling listening surrounding. The sense of touch with progress is needed for playing or objects manipulation to develop music. Music listening is a cross-modal action involving try-out but also the gesture sense of movement. Music is complicated, culturally determined association of many sound parameters. It is a cross-modal dialogic mirroring world with expressive content and, by the principle of this consciousness model, potentially a basic activity in self-referential consciousness development. Music proceeds to be culturally based conversation long past the original mother-infant relations. Music is a conversation between player and listener, between the writer and performer and among player and one’s inner self. As the theory of cross modal of self-referential consciousness demands, music contains content of emotion. References Seymour H. (1991). What music can do for you: a guide for the uninitiated. Cornell: Harper publishers. Edlin, G. & Golanty E. (2009). Health and Wellness. Sheffield: Jones & Bartlett Learning, Burns, S., Harbuz, M., Hucklebridge, F., & Bunt, L. (2001). A pilot study into the therapeutic effects of music therapy at a cancer help center. Alternative Therapies in Health & Medicine, 7(1), 48-56. Schmid, T. (2005). Promoting Health Through Creativity: For professionals in health, arts and education.New Jersey: Prentice Hall Publishers. Ashley-Farran, T. (2006). Healing Mantras: Using Sound Affirmations for Personal Power, Creativity, and Healing. Havard: SAGE publishers. Swanson, B. M. (2005). Careers in health care. Sydney: McGraw-Hill Professional, Montello L. (2002). Essential Musical Intelligence: Using Music as Your Path to Healing, Creativity, and Radiant Wholeness. New York: Macmillan Publishers. Griffith, N. & Todd P. (1994). Music and creativity: special issue: Connection science. Carfax Publishers. Duffey T. (2007). Creative Interventions in Grief and Loss Therapy:When the Music Stops, a Dream Dies. Journal of Creativity in Mental Health. 3 (3), 35-51. Read More