Music
Music education is highly acknowledged that when carried out in an effective strategy in class music has definitely most consequence in interesting the cerebral faculties of the individuals that are involved in the participations (Overy, 1998). As a result of the participation and the development of the mental faculty this improves the general work standard in the other departments. It is often claimed that the involvement in music activities can develop the mind through personal development and aesthetic development. Also music is claimed to be effective in brain improvement via the development of intellectual skills like logical reasoning and abstract thinking (Overy, 1998). If the human brain is hard-wired to respond to music, music education should be granted more prominence in public schools.
Music education is recently gaining an increasing popularity due to the idea that it is effective in developing intellectual skills (Overy, 1998). One of the major reasons why music education is continuously gaining popularity is the fact that a growing number of studies have established links indication that music education can result in positive impacts on other academic achievements areas. The idea that music education has an association in the development of intellectual skills has thus contributed to the growth music education popularity. For instance a recent study that was conducted in fifty primary schools lessons in Switzerland demonstrated that the involved children were capable of keeping up with peers in different school curriculum areas. The children were established to be performing a little better than their mates in reading skills and in languages. The theory that music education is effective in developing of intellectual skills through brain development was therefore strengthened by the capability of the students who were involved in music education performing better than their peers (Overy, 1998).
Recent studies have indicated that music education can result in particular development of cognitive abilities (Overy, 1998). According to Hurwitz el al. (1975) first grade students who are involved in music education for more than seven months of Kodaly music perform much better on temporal and spatial tasks compared to the matched controls. Piano instruction involvement in two years was established to be effective in improving quantitative, verbal and spatial abilities of children between ten and eleven years of age (Overy, 1998).
Music education is claimed to be more effective when the training begins at an early age,. Greater positive effects in the development of the brain have been established in children who started music training before the age of nine (Raucher, 1998). Studies therefore suggest that the younger the training of instruments begins the greater the impact on cortical reorganization. Early music training is found to be effective in molding and shaping young individuals brains physically. The participation in music is essential in contributing positively to human intelligence because of the spatial skills development. Music holds benefits to the development of intellectual skills that is utilized in transcending music by itself. Therefore it is thus clear that music education is most likely to be associated with direct benefits of neurobiology. Since music education requires a lot of money from the parent to ensure that their children get the best from the instrumentation training it should be adopted in public primary school (Raucher, 1998). Additionally music education in primary schools will ensure that the benefits of music in brain development are reaped adequately. This is because music training has been established to be more beneficial when adopted at an early age. This will therefore ensure that the children develop their intellectual skills which will enhance their capabilities in other areas (Raucher, 1998).
Music education should be adopted in primary schools because the young brains have the capability of absorbing and making sense of the provided music because it is characterized with organized sound (Bushak, 2014). Music has the capability of influencing the brain t process information after identification due to its complex nature. Despite the individual’s music preferences music in wholesome has a synchronized impact on individuals’ brain development. The brain is capable of experiencing music in varying consistent across matters despite the individual’s listening idiosyncrasies. Music should thus be adopted in primary schools to help students in development of identical impacts as music is essential in activating regions of the brain which are involved in attention, memory, planning and movement (Bushak, 2014). This therefore implies that when the student’s are involved in music they are not processing sound but processing information. This therefore helps students in development of the brain which enables them to retain information for longer period. The repetitive and melodious nature of music help will ensure that primary school students are able to recall information through the attained skills without fail. This will therefore improve the general performance in schools as well as in the outside world since individual’s capabilities will be enhanced (Mc Namee, 2014).
In conclusion, it is thus clear that music education results in brain development. Music is a language that is universal. Music therefore helps in improving the brain centers that are utilized in language communication. These areas are the posterior temporal superior gyros and frontal gyros of the brain inferior. Music has been established to be effective in creativity development. This is because the music flow helps the body of the involved individual to relax as the melody and the information repetition is being processed. The brain thus corresponds upon its visual, language and coordination when responding and developing imagery creatively to music. Since music is essential in developing the brain memory and intellectual skills of individuals it should thus be adopted in primary schools. This will ensure that the brains of the young individuals are molded in order to achieve more in different areas.
References
Bushak, L. (2014). This Is Your Brain On Music: How Our Brains Process Melodies That Pull On Our Heartstrings. Retrieved from http://www.medicaldaily.com/your-brain-music- how-our-brains-process-melodies-pull-our-heartstrings-271007
Frances H. Raucher. (1998). Responses to Katie Overy’s Paper, “Can Music Really ‘Improve’ t he Mind?” Pdf
Kate Overy. (1998). Can Music Really Improve the Mind? The Society for Music Psychology and Music Education. Pdf
Mc Namee, D. (2014). Could Understanding How The Brain Processes Music Help Treat Illness? Retrieved From http://www.medicalnewstoday.com/articles/274336.php
