The purpose of my paper is to prove the effects of studying music on the brain. My thesis is: The study of music has a positive impact on the brain. I am thinking that the themes of this thesis will be; the academic student, the adult in life, and improvement on executive function. The importance of music in core subjects in public school has been lacking severely, and that shows in our culture. I would like to be able to prove to the common person why this is so important that we shift our resources to music learning at all ages of life.
With my primary research, I have chosen to interview a very busy person, and I have yet to get a reply from the person with the online interview. The format I have chosen is to send in questions via email, and have them reply when they get a chance to. I was unfortunately not able to schedule an in-person interview. The information I am looking for will hopefully be similar to what I found in secondary research, for that would make things flow easier with constructive knowledge.
The person I am planning on interviewing is Dr. Shouldice.
-Can you talk a bit on the benefits of studying music to children?
-From your observations, how would you say studying music amplifies learning in students?
-Would you say that as a result from music education, students learning skills were enhanced? (memory, intuitive process, executive function, problem solving)
-Why is music education important to students of all ages?
-What would you say are the effects of studying music on musicians with other professions?
-In a short summary, how does music education affect the greater whole(all people)?
-Should we be funding, or putting more or less into music education?
-Do you think that studying music, and higher academic success are correlative?
The effects of studying music on the brain.
In my experiences as a working musician, I have had several moments in and out of work that have lead to a higher thought, or a new approach to musicianship, or being a person in general. One of the most significant moments to me was in my first year in EMU’s Wind Symphony. We were rehearsing a passage in a work by Bernstein. As a trombonist, and a low brass member, I was counting through minutes of rest, when approaching a large tutti fortississimo section. I blasted down the entire ensemble, with complete disregard for any team work, or phrasing in mind. My director stopped the entire rehearsal pace to chew me out in front of 60 of my peers.
What I learned from that moment, is to always think ahead, think as a team player, and a musician first. Not to be distracted by what is on the page, but what to extract from it.