HPAVC/HPAVC CD-ROM.iso/pc/HOMEWORK.ZIP/1405.TXT

Text File | 1998-07-25 | 24.0 KB | 423 lines

This file is copyright of Jens Schriver (c)
It originates from the Evil House of Cheat
       More essays can always be found at:
       --- http://www.CheatHouse.com ---
                ... and contact can always be made to:
                    [e-mail]
--------------------------------------------------------------
Essay Name       : 1405.txt
Uploader         : G. Mandel
Email Address    :
Language         : english
Subject          : Music
Title            : Music As A Motivator
Grade            : 88%
School System    : University
Country          : Canada
Author Comments  :
Teacher Comments :
Date             : November 1, 1996
Site found at    : Webcrawler
--------------------------------------------------------------






















    Whether  it is HaydnÆs string quartet no. 66 in G major or a single off the new Dave
Mathews album, music, inherently, has the ability to alter the state of our mind and body. Music
can make us joyful or sad, it can make us want to move our body, it can stimulate our imagination,
or even heal  us.  The aforementioned has the ability to change oneÆs state of mind at any given
time.  This essay will examine musicÆs many disciplines and how they motivate our creativity,
imagination, health, and culture.  Whether listening to your favorite piece of music or going to a
music therapy clinic, music motivates us profoundly.

    In the past decade, the practice of music therapy has, generally, gained a wider acceptance.
It has been used to treat stroke victims dealing with depression, used on children with autism, and
with people who have suffered spinal injuries to help them walk again.  It is not necessarily a cure
for there ailments, it rather motivates their mind allowing other methods to be more successful.
Music therapy has, also, been successful in treating children with learning disabilities. Obviously,
this is not used to cure these children of their problems rather it is to stimulate their minds thus
enriching their lives, "Singing can be an experience of arousal for the handicapped child, of
freedom from the many of confusions and restrictions of pathology. He becomes able to use
personal capacities with greater consciousness and can experience, as a result, direct, substantial
fulfillment."   In a  research project done at a special education school in Philadelphia the out come
of music therapy was enlightening.  The researchers examined three children at the school, Eddie,
Denise, and Dianne.  All three children were observed as being self conscious, shy, and socially
dysfunctional.  The researchers gave each child a way of expressing themselves musically and
followed their progress.  After giving Eddie a role in a song the results were evident, "EddieÆs
establishment of himself in the role against the background of his usual fear-ridden, unsure
behavior and his independent display of initiative and courage were totally unexpected and could
not have been predicted."   Dianne was given a resonator bell for a part in the "Twenty- Third
Psalm, "and after a week of practice she performed it with other girls in the class, "It gave
everyone pleasure and was warmly applauded.  DianneÆs new self-image and self-confidence
stimulated both academic and social improvement."  The last test subject did equally well. Denise a
troubled child who would purposely frighten other children, was given a part similar to DianneÆs
and performed it remarkably well, "After the performance Denise was no longer personally
inhibited.  She became talkative, expressed her pleasure in the musical activities, and was a loyal,
perceptive colleague in all the demonstration work with teachers we did the following year."

    The use of music therapy on these children fully illustrates musicÆs ability to motivate
oneÆs mind.  In this situation the motivation was twofold.  The children were motivated to become
more self-confident and socially functional and with these new found qualities were motivated to
learn more about themselves and what they were capable of.  The music acts like a language to the
children, " It can encourage , hearten, delight, and speak to the inmost part of the child. Music can
ask stimulating questions and give satisfying answers.  It can activate and then support the activity
it has evokedà it can lift the handicapped child out of his confines and place him on a plane of
experience and response where he is considerable free of intillectual or emotional disfunction."

    MusicÆsÆ ability to heal the body has been under discussion for centuries.  Jean-Jacques
Rousseau, in  his works Dictionnaire de Musique and Essai sur LÆorigine des Langues  wrote,
"Although music has little power the affections of the soul, it is neverless capable of acting
physically upon bodies."   Rousseau  uses evidence of the healing of Tarantula bites through the
use of music which differed in each country but had the same effects, " the Italian must have
Italian tunes , the Turk would need Turkish tunesà oneÆs nerves will respond only to the degree to
which oneÆs mind prepares them for it: he must understand the language spoken to him before what
he is being told sets him in motion."  Rousseau later states that we will never understand the true
principles of music if we only  consider , " sounds only through the commotion they stir in our
nerves."  If this is correct, musicÆs motivation over the body is immense.  Music would have the
ability to make oneÆs mind stronger than oneÆs body.

It would be a fair statement to say that music definitely motivates certian aspects of onesÆ
mind. Assuming this statement is correct, the problem that arises is that no music can be clearly
defined.  Music is definitely a language that  says something different to everybody thus it can not
be translated. If you play one type of music for a group of people each one will walk away with a
different experience.  Taking this into account is important when studying musicsÆ motivation on
people.
    MusicÆs motivation can be clearly seen when discussing itÆs role in aiding oneÆs emotion.
Music has the unique ability of bringing joy and pain.  It can evoke the fondest memory and, also,
highten oneÆs deepest pain.  It can creep into your mind and can take you to a different time and
place, "the highest and best music seems to have a message beyond itself perhaps, and certainly
beyond words."  It can not be translated yet itÆs message is profound.  It motivates us to believe
there is a connection between composer and listener due to the emotion it evokes.  Subsequently, it
motivates us to believe that we all share the same experiences  when the same song could be
interpreted many different ways.  Music takes an emotion already present and electrifies it.  We
often chose what music we want to hear based on the emotion we want to provoke.  We chose
classical for a calming effect when we want to relax.  In choosing rock or jazz we want to induce
an upbeat emotion.  The relationship between music and emotion is symbiotic, each one feeds of
the other.  Our emotion dictates what music we listen to and music dictates our emotion.

    The body is ,also, motivated by music.  Obviously, the urge of movement when listening to
certain disciplines of music is well noted but music, also, "has a marked effect on pulse, respiration
and external blood pressureà music delays the onset of muscular fatigueà and has a marked
effect upon the pschogalvanic reflex."   These qualities are similar to the responses of a change in
emotion.   Dancing proves this point.  Where as classical music dictates a slow and methodical
dance, varying degrees of rock music spur on a fast and uninhibited style of dancing.  People, also,
chose to listen to loud upbeat music when performing physical activities such as working out.
At athletic events stadiums usually pump in rock music to pump up the crowd rather than choosing
classical or jazz.

    MusicÆs effect and motivation on societies can be highlighted when viewing the evolution
of the late twentieth century.   Beginning in the mid  1960Æs music began to express feeling of
unrest and disapproval with current affairs in North America. Musicians such as Janis Joplin and
John Lenon expressed there displeasure with the United States involvement in Vietnam.  Social
commentary expressed through mainstream music was spreading and dispersing information to the
masses.  The effect was astounding.  Disenfranchised youths came together and formed
organizations to express their opposition to the crisis in Vietnam.  Without these musicians and
their social commentary, certainly, the truths about this conflict would not have reached these
people and ,thus, they would not of been motivated to express their views and aid in ending the
Vietnam war.

    MusicÆs motivation in reference to our culture is endless.  Each culture possesses certain
unique  musical styles that are used to motivate.  Religious or spiritual music would be a good
example of this point.  In the Jewish religion songs such as the Hava-Na-Gilla Nigila motivate
people to dance and celebrate.  In Arab culture music is used to put people in trance like states
which they believe places them closer to god.  In the Arab religion of Sufism a unique ceremony
highlights this point, " The concert took place under the direction of a master who led the ceremony
and at the same time was the spiritual directorà The solo singing was provided by a cantor , the
quawwalà the concert consisted of several successive phases, some vocal, some instrumentalà
The faithful listened to the music seated, in a state of inner contemplation, and allowed themselves
to be gradually overcome by tranceà When the trance became to intense, they rose and began to
dance.  Return to calm and normality was brought about by the sound of music suitable for that
purpose."   This ritual not only displays musicÆs motivation over culture, it also proves musicÆs
ability to motivate oneÆs mind and body.

    After viewing the remarkable abilities of musical therapy in dealing with children with
special needs one can conclude that, although, it may not cure the patients it enriches their lives and
motivates certain qualities that did not exist before.  It allows the children to break the constraints
of their disabilities and motivates them to grow socially and academically.   MusicÆs ability to
motivate our mind can be seen in itÆs manipulation of our emotions and its ability to make to make
of mind stronger than our body.  Physiological differences that occur in our body when being
affected by music prove its power over our body.  The motivational tools that music possesses are
far ranging and should be explored for years to come, so we can harness its energy and create
better lives for the people who create it and the people who listen to it.
















Aiello, Rita. Musical Perceptions.  New York:  Oxford University Press, 1994
Beadle, Jeremy.  Will Pop Eat Itself.  London:  Faber and Faber Co., 1994
Chanan, Michael.  Musica Practica.  London:  Verso Co., 194
Cooke, Deryck.  The Language of Music.  London:  Oxford University Press, 1959
Lee, Vernon.  Music and its Lovers.  London:  George Allen Ltd, 1932
Robbins, Clive.  Music Therapy in Special Education.  New York:  John Day Co., 1972
Rouget, Gilbert.  Music and Trance.  Chicago:  University of Chicago Press, 1985








  Paul Nordoff and Clive Robbins, Music Therapy in Special Education ( New York: John Day Co., 1971)
22
  Nordoff and Robbins, Music Therapy in Special Education, 238
  Nordoff and Robbins, Music Therapy in Special Education, 229
  Nordoff and Robbins, Music Therapy in Special Education, 232
  Deryck Cooke, The Language of Music,(Great Britian:  Oxford University Press, 1964) 56
  Gilbert Rouget, Music and Trance (Chicago: University of Chicago Press, 1985) 167
  Gilbert Rouget, Music and Trance, 169
  Gilbert Rouget, Music and Trance, 171
  Vernon Lee, Music and its Lovers (Great Britian:  George Allen Ltd, 1932) 261
  Rita Aiello, Musical Perspectives(New York:  Oxford University Press, 1994) 13
  Gilbert Rouget, Music and Trance, 265-266

8
























    Whether  it is HaydnÆs string quartet no. 66 in G major or a single off the new Dave
Mathews album, music, inherently, has the ability to alter the state of our mind and body. Music
can make us joyful or sad, it can make us want to move our body, it can stimulate our imagination,
or even heal  us.  The aforementioned has the ability to change oneÆs state of mind at any given
time.  This essay will examine musicÆs many disciplines and how they motivate our creativity,
imagination, health, and culture.  Whether listening to your favorite piece of music or going to a
music therapy clinic, music motivates us profoundly.

    In the past decade, the practice of music therapy has, generally, gained a wider acceptance.
It has been used to treat stroke victims dealing with depression, used on children with autism, and
with people who have suffered spinal injuries to help them walk again.  It is not necessarily a cure
for there ailments, it rather motivates their mind allowing other methods to be more successful.
Music therapy has, also, been successful in treating children with learning disabilities. Obviously,
this is not used to cure these children of their problems rather it is to stimulate their minds thus
enriching their lives, "Singing can be an experience of arousal for the handicapped child, of
freedom from the many of confusions and restrictions of pathology. He becomes able to use
personal capacities with greater consciousness and can experience, as a result, direct, substantial
fulfillment."   In a  research project done at a special education school in Philadelphia the out come
of music therapy was enlightening.  The researchers examined three children at the school, Eddie,
Denise, and Dianne.  All three children were observed as being self conscious, shy, and socially
dysfunctional.  The researchers gave each child a way of expressing themselves musically and
followed their progress.  After giving Eddie a role in a song the results were evident, "EddieÆs
establishment of himself in the role against the background of his usual fear-ridden, unsure
behavior and his independent display of initiative and courage were totally unexpected and could
not have been predicted."   Dianne was given a resonator bell for a part in the "Twenty- Third
Psalm, "and after a week of practice she performed it with other girls in the class, "It gave
everyone pleasure and was warmly applauded.  DianneÆs new self-image and self-confidence
stimulated both academic and social improvement."  The last test subject did equally well. Denise a
troubled child who would purposely frighten other children, was given a part similar to DianneÆs
and performed it remarkably well, "After the performance Denise was no longer personally
inhibited.  She became talkative, expressed her pleasure in the musical activities, and was a loyal,
perceptive colleague in all the demonstration work with teachers we did the following year."

    The use of music therapy on these children fully illustrates musicÆs ability to motivate
oneÆs mind.  In this situation the motivation was twofold.  The children were motivated to become
more self-confident and socially functional and with these new found qualities were motivated to
learn more about themselves and what they were capable of.  The music acts like a language to the
children, " It can encourage , hearten, delight, and speak to the inmost part of the child. Music can
ask stimulating questions and give satisfying answers.  It can activate and then support the activity
it has evokedà it can lift the handicapped child out of his confines and place him on a plane of
experience and response where he is considerable free of intillectual or emotional disfunction."

    MusicÆsÆ ability to heal the body has been under discussion for centuries.  Jean-Jacques
Rousseau, in  his works Dictionnaire de Musique and Essai sur LÆorigine des Langues  wrote,
"Although music has little power the affections of the soul, it is neverless capable of acting
physically upon bodies."   Rousseau  uses evidence of the healing of Tarantula bites through the
use of music which differed in each country but had the same effects, " the Italian must have
Italian tunes , the Turk would need Turkish tunesà oneÆs nerves will respond only to the degree to
which oneÆs mind prepares them for it: he must understand the language spoken to him before what
he is being told sets him in motion."  Rousseau later states that we will never understand the true
principles of music if we only  consider , " sounds only through the commotion they stir in our
nerves."  If this is correct, musicÆs motivation over the body is immense.  Music would have the
ability to make oneÆs mind stronger than oneÆs body.

It would be a fair statement to say that music definitely motivates certian aspects of onesÆ
mind. Assuming this statement is correct, the problem that arises is that no music can be clearly
defined.  Music is definitely a language that  says something different to everybody thus it can not
be translated. If you play one type of music for a group of people each one will walk away with a
different experience.  Taking this into account is important when studying musicsÆ motivation on
people.
    MusicÆs motivation can be clearly seen when discussing itÆs role in aiding oneÆs emotion.
Music has the unique ability of bringing joy and pain.  It can evoke the fondest memory and, also,
highten oneÆs deepest pain.  It can creep into your mind and can take you to a different time and
place, "the highest and best music seems to have a message beyond itself perhaps, and certainly
beyond words."  It can not be translated yet itÆs message is profound.  It motivates us to believe
there is a connection between composer and listener due to the emotion it evokes.  Subsequently, it
motivates us to believe that we all share the same experiences  when the same song could be
interpreted many different ways.  Music takes an emotion already present and electrifies it.  We
often chose what music we want to hear based on the emotion we want to provoke.  We chose
classical for a calming effect when we want to relax.  In choosing rock or jazz we want to induce
an upbeat emotion.  The relationship between music and emotion is symbiotic, each one feeds of
the other.  Our emotion dictates what music we listen to and music dictates our emotion.

    The body is ,also, motivated by music.  Obviously, the urge of movement when listening to
certain disciplines of music is well noted but music, also, "has a marked effect on pulse, respiration
and external blood pressureà music delays the onset of muscular fatigueà and has a marked
effect upon the pschogalvanic reflex."   These qualities are similar to the responses of a change in
emotion.   Dancing proves this point.  Where as classical music dictates a slow and methodical
dance, varying degrees of rock music spur on a fast and uninhibited style of dancing.  People, also,
chose to listen to loud upbeat music when performing physical activities such as working out.
At athletic events stadiums usually pump in rock music to pump up the crowd rather than choosing
classical or jazz.

    MusicÆs effect and motivation on societies can be highlighted when viewing the evolution
of the late twentieth century.   Beginning in the mid  1960Æs music began to express feeling of
unrest and disapproval with current affairs in North America. Musicians such as Janis Joplin and
John Lenon expressed there displeasure with the United States involvement in Vietnam.  Social
commentary expressed through mainstream music was spreading and dispersing information to the
masses.  The effect was astounding.  Disenfranchised youths came together and formed
organizations to express their opposition to the crisis in Vietnam.  Without these musicians and
their social commentary, certainly, the truths about this conflict would not have reached these
people and ,thus, they would not of been motivated to express their views and aid in ending the
Vietnam war.

    MusicÆs motivation in reference to our culture is endless.  Each culture possesses certain
unique  musical styles that are used to motivate.  Religious or spiritual music would be a good
example of this point.  In the Jewish religion songs such as the Hava-Na-Gilla Nigila motivate
people to dance and celebrate.  In Arab culture music is used to put people in trance like states
which they believe places them closer to god.  In the Arab religion of Sufism a unique ceremony
highlights this point, " The concert took place under the direction of a master who led the ceremony
and at the same time was the spiritual directorà The solo singing was provided by a cantor , the
quawwalà the concert consisted of several successive phases, some vocal, some instrumentalà
The faithful listened to the music seated, in a state of inner contemplation, and allowed themselves
to be gradually overcome by tranceà When the trance became to intense, they rose and began to
dance.  Return to calm and normality was brought about by the sound of music suitable for that
purpose."   This ritual not only displays musicÆs motivation over culture, it also proves musicÆs
ability to motivate oneÆs mind and body.

    After viewing the remarkable abilities of musical therapy in dealing with children with
special needs one can conclude that, although, it may not cure the patients it enriches their lives and
motivates certain qualities that did not exist before.  It allows the children to break the constraints
of their disabilities and motivates them to grow socially and academically.   MusicÆs ability to
motivate our mind can be seen in itÆs manipulation of our emotions and its ability to make to make
of mind stronger than our body.  Physiological differences that occur in our body when being
affected by music prove its power over our body.  The motivational tools that music possesses are
far ranging and should be explored for years to come, so we can harness its energy and create
better lives for the people who create it and the people who listen to it.
















Aiello, Rita. Musical Perceptions.  New York:  Oxford University Press, 1994
Beadle, Jeremy.  Will Pop Eat Itself.  London:  Faber and Faber Co., 1994
Chanan, Michael.  Musica Practica.  London:  Verso Co., 194
Cooke, Deryck.  The Language of Music.  London:  Oxford University Press, 1959
Lee, Vernon.  Music and its Lovers.  London:  George Allen Ltd, 1932
Robbins, Clive.  Music Therapy in Special Education.  New York:  John Day Co., 1972
Rouget, Gilbert.  Music and Trance.  Chicago:  University of Chicago Press, 1985








  Paul Nordoff and Clive Robbins, Music Therapy in Special Education ( New York: John Day Co., 1971)
22
  Nordoff and Robbins, Music Therapy in Special Education, 238
  Nordoff and Robbins, Music Therapy in Special Education, 229
  Nordoff and Robbins, Music Therapy in Special Education, 232
  Deryck Cooke, The Language of Music,(Great Britian:  Oxford University Press, 1964) 56
  Gilbert Rouget, Music and Trance (Chicago: University of Chicago Press, 1985) 167
  Gilbert Rouget, Music and Trance, 169
  Gilbert Rouget, Music and Trance, 171
  Vernon Lee, Music and its Lovers (Great Britian:  George Allen Ltd, 1932) 261
  Rita Aiello, Musical Perspectives(New York:  Oxford University Press, 1994) 13
  Gilbert Rouget, Music and Trance, 265-266

8


7



























--------------------------------------------------------------