Otoacoustic Emission Study

Pinker’s metaphorical expression for music was “auditory cheesecake”, explaining that he considered this function “useless[as a biological adaptation]” (Pinker 1997, p.528). Perhaps avid listeners comfort feed their minds with acoustic cheesecake, but musical knowledge presents the impact of such sweetness goes far beyond just licking the spoon. Extracting Pinker’s perspective, this essay will discuss whether music is valuable in the survival of humans. Arguments will be derived from brain imaging findings to examine its biological predisposition, adaptionist view to seek out its evolutionary status and whether the environment is responsible for demoting music.

Living in a world surrounded by noises and sounds, one cannot deny that music lives all around them. Schools, street corners, sporting events, there is one thing you will always find: music. Music education is quickly becoming defunct in schools, as many try to decry its many benefits. A growing emphasis on the concrete subjects of math and science, whose benefits are more immediate, are pushing the creativity and imagination of music classes to the back of the budget. Music education is no longer described as stimulating and exciting, but rather unnecessary and distracting. But the benefits of having an education in music is undeniable. Simply being around music can have a positive impact on life. Music enables the human race to discover emotions that they have never uncovered before. The human mind is refreshed by music; “our imagination and memories are stimulated by the sounds, and summon feelings and memories associated with the musical sound” (Wingell 15). Without music, the world would be silent. Lifeless. No matter what language one speaks or what culture one is from, music is a universal language, connecting the hearts of people around the entire world. In schools throughout the nation, that connection is being severed because of budget cuts and lack of funding, but the benefits of music education are clear. The benefits of having an education in music are not only present in the classroom; a lasting impact is also left on the social and emotional growth of a person, though the gains may not be evinced immediately. Participating in musical education programs in schools can give students the opportunity to form lasting friendships and to gain skills that will last them their entire lives. Music education can be beneficial to students because it enhances students’ performance in the classroom, aids in improving student’s interest and engagement in school, and advances students’ social and emotional growth.

There is a lot of controversy over music, musical genres, and the volume that music is played at, but the indirect effects of excessive volume are frequently overlooked. One novel helps illustrate these effects when caused by ear equipment. Contemporary earbuds as well as “seashells” in a book called Fahrenheit 451 by Ray Bradbury often lead to hearing loss, which leads to less socializing, and therefore physical and medical problems.

Music can affect the body negatively. One of these effects is the fact that music can be addictive (Severance). According a scholar, if people go to long without their preferred music they can have headaches. The same scholar later stated that this is caused by disharmonic tones. Disharmonic tones are found most often in hard rock music and popular pop music (Severance). However, it seems as though the positives of music out weighs the negatives.

* ““95% percent of Americans believe that music is a key-component in a child’s well-rounded education, 80% percent of respondents agreed that music makes the participants smarter; 78% believe that learning a musical instrument helps students perform better in other subject areas; and 88% believe participation in music helps teach children discipline” (Hurley 3),” (par 1).

One reason that students should be able to listen to music is that kids with ADD/ADHD. It also helps calm people down. According to Danielle Flannigan there is a statistic shows that 79% of workers concentrate to the job they’re doing

Most people multitask while listening to music in their everyday life. When people vacuum, they don’t forget to vacuum the other half of the room when a certain song comes on. In Mr.Cutler’s article, he tries to use evidence to support, connect, and persuade his audience that music will affect your academic work. That is why Mr.Cutler called the article “Don't Listen to Music While Studying.”

Alice –Ann Darrow stated many implications, for example, “To meet educational objective, students with hearing losses may require greater exposure, both in duration and intensity, to music stimuli than do typical hearing students” and another implication she stated, “Students with hearing losses can benefit both musically and academically from participating in music activities” (29). At the end, music is not all about listening it is an experience where it is actual,

Jennifer Dignan prompts us to Throw Away Your Earbuds Now in the scholastic article she wrote, Throw Away Your Earbuds Now. She separates her article into three parts: an example of the problem, addressing the problem, and explaining how we can prevent the problem from happening to us. In this instance, the problem is that young people are losing their hearing quicker and quicker due to the fact that they’re blasting literally deafening music through their earbuds. This article ties in with an ABC video our class watched concerning the same topic. Jennifer Dignan wrote this article to teach teens that would be reading the scholastic magazine to educate them on how they can preserve their hearing, an extremely important skill, for the long future ahead of them.

Many studies have been completed on the link between music and our health as well as many other impacts in our lives. However, no one knows this better than band members. We see firsthand how new members can flourish amongst well-trained instructors and supportive bandmates. My goal is to help new percussionists learn the right techniques, proper care routines, and overall responsibility that is needed for life.

Contrasting Creech et al.’s (2013) vocal music study, Justras’ (2011) community band study consisted of 1,823 individuals age 17 to 93 years (M = 66.5, Mdn = 67) from 28 U.S. states and Canada (see Table 2.2). Jutras worked closely with NHIMA administrators and music conductors by emailing (n = 99) band groups resulting in a response rate of 80% (n = 79); 17 groups were excluded for various reasons. Justras worked closely with three music education professors to develop a community music questionnaire that ranked 42 benefits from 1 to 10 (1=lowest, 10=highest) in categories of (1) health, (2) personal, (3) music competencies, and (4) social/cultural benefits. Survey packets were mailed to 62 NHIMA bands of which 57 groups (92%) responded. Although

Some people think that music can positively influence the listener while others disagree and argue that it has a negative impact. Mark Edmundson, the author of “Can Music Save Your Life?,” asserts through his own experience and the research of others that music solely “preserves” the listener’s life as a “balm—cortisone spread” (paragraph 25). His use of a well-known medical supplement makes it more relatable and believable to the reader. The authors of “Feeling the Beat” support Edmundson by stating that they observed an increased sense of confidence in oneself and one’s beliefs in the people they interviewed(Iwamoto, Creswell, & Caldwell 346). Their main support is the quote from one of their interviewee’s who said, “We can identify what they are talking about” (Iwamoto, Creswell, & Caldwell 343). This not only explains why students listen to certain types of music, but also why it can have such an impact on them. Derek Iwamoto, John Creswell, and Leon Caldwell declare their statement that positive influence of music by stating that the majority of the students they observed used their music as a way to

Music is arguably one of the world’s most important universal languages. Documentation of music can be found as early as Biblical days and can be heard all around. Think about all the places one is exposed to music: radio, TV, elevator, stores, restaurants etc. Every culture and country has its own style of music and the importance of music is paramount to individuals in many ways. Music is so powerful it can create a visceral response by lowering the heart rate and decreasing stress levels (Wright, 2017). Evidence has also shown music to activate areas of the brain that are engaged during “Other euphoria inducing stimuli such as food, sex, and drugs of abuse” (Wright, 2017, p. 3). Music, sound perception – the most powerful sense, can impact the way one feels and behaves (Wright, 2017). With evidence proving to have an impact on the brain both physically and emotionally, supporting a 5% tax increase to fund both curricular and extracurricular programs will enhance student’s development and provide to them a well-rounded education.

They hypothesized that older musicians were more efficient and robust in neural encoding of speech in subcortical-cortical pathways and that the neural representations stemmed from it would be more organized categorically and coupled stronger to behavior than non-musicians. They used a variety of speech tests such as Behavioral speech identification, Brainstem ERPs to Speech and Cortical ERPs to speech to substantiate their claims. In their results and discussion, the authors confirmed their hypotheses that musicianship had indeed boosted speech-listening skills compared to non-musicians and that the auditory neuroplasticity was not exclusive by age. From these conclusions, they provided evidence that musicianship resists the slowing/decline of auditory processing by having neuroplasticity that is strong throughout

Although many, one positive way music education is beneficial to students is that it has a large impact on brain stem growth. With the incorporation of music in a student’s daily life, the brain stem’s responses become more robust (Brown). Therefore, the amount of brain stem growth correlates with recent musical training. As stated by Brown, an adjunct professor at the University of Baltimore, “student’s that are involved with a large amount of music will see more gains in brain stem growth”. Furthermore, the neural changes that occur in students as adolescents stay with them into adulthood (“Music Matters”). This allows students to be more prepared once they go into the workforce as adults. Along with the brain stem’s responses being more robust, it’s sensitivity to sound increases (“The Benefits” 1). This is abundantly evident from early on, as mother’s sing to their infants to facilitate brain stimulation and development. Enrichment through music, starting at a young age, seems to improve individuals speech sound development and use of more advanced vocabulary. Adolescents’ language also improves with the use of music in a student’s academics (Miller 46). Luehrisen