A Note to Rememer

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A Note to Remember
Music is a form of life that has a variety of purposes; even the human mind cannot comprehend them all. It should be considered a need but because of the economy and its hardship it has bestowed upon people, when school budgets tighten, music programs feel the pressure early and brace for a potential beating (Jennings). Our education system should allow children to express themselves through efficacious learning experiences, giving them the opportunity them to get in-touch with, and strengthen, their creativity (Lim and Chung, S60, Terrance). There is no doubt other programs includes this, but when it comes to music, people question its capability and it is considered “not cool”. Without music in our education programs,
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Music can impact a school in a way that leads it to a bright future. On the pathway to a prosperous era, it is music’s structure that affects the human brain and quality it encounters. An example linking the mind and its acquaintances is The Mozart Effect. Study confirms that listening to Mozart improves spatial temporal tasks (Ho, Mason, Spence), and with repeated testing, this effect can possibly increase spatial reasoning (Music 23). Many studies have taken place, attempting to uncover a credulous explanation for this Mozart madness. One suggests a person’s temporal attention is aroused when given a visual blink task. Participants in this experiment were presented with two target digits, and the object was to try and identify them while listening to Mozart’s Sonata for Two Pianos in D Major. They were to listen to this piece played normally, in reverse, and turned off. Given a correct detection of the first given target, results showed that the second one was detected more accurately when the sonata was played normally than when in reverse or in silence. This procedure demonstrates the Mozart Effect and an existence of a temporal section using a “non-spatial visual AB task” (Ho, Mason, Spence). Another study focuses on auditory conditions with music listening. The analytical section of the Graduate Record Exam held twenty five questions that were given to seventy-two undergraduate students. The

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