How Much Math Knowledge Should A 14 Year Old Know Music Develops The Child Brain

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Music Develops The Child Brain

Music has the ability to train our brains for a higher level of thinking: the kind of thinking to solve problems, compare and contrast similarities and differences between objects, analyze, draw conclusions, synthesize and evaluate information.

In recent research, it was found that music can help develop the spatial and temporal reasoning ability of humans. Spatial-temporal reasoning is the ability to perceive the visual world accurately and form mental images of objects. It is the mind’s ability to see in highly detailed images and to recognize, compare and find relationships between the patterns and details of an object. The temporal element involves the child’s ability to think about the future.

In learning music, one must be able to play one note, then a series of notes, then a series of chords, and be able to look ahead at the music and determine where and what will be played next.

Many studies and experiments have been conducted to demonstrate the power of music on our brain. Below are the findings of some research from recent years:

Search and find 1:

In 1994, Dr. Gordon Shaw and Frances Rauscher, scientists at the University of California, Irvine, conducted an experiment to find out the link between spatial reasoning and music. They divided seventy pleasant college students into three groups. Each group had a cutting and folding task.

The first group had the opportunity to listen to ten minutes of Mozart’s Sonata in D for Two Pianos, K. 488. The second group listened to ten minutes of minimalist music (Music with Changing Parts by Philip Glass) and rhythmically repetitive (C- by Ian Rich). Level Productions mix of Mortal Stomp and Carry Me Through). The third was the control group where the students did not listen to any piece of music.

The result was: there was no significant occurrence with the second and third groups. However, the students in the first group who had listened to Mozart’s music, experienced an increase in their spatial IQ from eight to nine points in just ten minutes! Although the effect was temporary, the scientists believed that a particular organization of the elements of the music caused the improvement of spatial-temporal reasoning. This phenomenon is known as the “Mozart effect”.

Search and find 2:

After the previous experiment that showed that listening to music, could lead to an increase in spatial-temporal reasoning, scientists began to wonder if the effect can be prolonged by studying a musical instrument.

To find out the result, scientists conducted a test on thirty-three three-year-old preschool children in Los Angeles. They chose three-year-olds because the cortices of their brains were still maturing and any effect of music education would be more noticeable compared to a mature brain.

The children were divided into two groups. The first group consisted of 19 children who received eight months of keyboard and singing lessons. The remaining 14 children belonged to the control group that received no training. For the first group, their training consisted of weekly private keyboard lessons of ten to fifteen minutes, daily practice periods, and thirty minutes of daily singing time.

The children were tested eight months later. They were required to complete five tasks to test their spatial reasoning:

– Arrange pieces of a puzzle to form a complete picture

– Match the pattern represented with flat blocks and two colors

– place pegs of correct colors in holes under a series of depicted animals

– Carrying out a geometric design task

– Describe what was “wrong” or “silly” about an image.

And here were the results:

The spatial-temporal reasoning of the children in the control group increased by only 6 percent. However, the children in the group that received music training showed a huge improvement in their spatial-temporal reasoning by 46 percent!

Search and find 3:

To confirm the results and finding of the previous experiment, the scientists conducted another test. This time they took another group of seventy-eight preschoolers and divided them into four groups:

– The first group was made up of thirty-four students who received daily private piano lessons

– The second group was made up of twenty students. Children in this group received ten minutes of private computer training each day.

– The third group had 12 students who received training in singing

– The last group was a control group where the children did not attend any type of class.

The children were tested six months later and the results were:

Children in the first group had the most dramatic improvement in spatial-temporal reasoning: a 34% increase in performance!

Search and find 4:

In 1998, scientists conducted another experiment to find out how a computer math game called Spatial and Temporal Animation Reasoning (STAR) along with piano lessons or English training affected students’ math performance.

This experiment was carried out for 4 months and the subjects were 170 second graders from an elementary school in Los Angeles.

The children were divided into 3 groups:

– Group 1 consisted of children who studied the piano keyboard and the math video game

– Group 2 consisted of children who were trained in English and studied the math video game

– Group 3 was the control group that did not receive any training.

After four months, a test was done and the results were:

Children in group 1 and 2 who received training in the computer game showed a 100% improvement in their math skills compared to the control group. In addition, students who received piano keyboard training along with the math video game did 27% better on questions related to fractions and proportional math than those who received English language training and the math video game. And finally, the teachers in the group also reported that the children who studied keyboard piano demonstrated better attention span and concentration!

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