Music psychology Music psychology, or the psychology of music, may be regarded as a branch of both psychology and musicology. It aims to explain and understand musical behavior and experience, including the processes through which music is perceived, created, responded to, and incorporated into everyday life.[1] Modern music psychology is primarily empirical; its knowledge tends to advance on the basis of interpretations of data collected by systematic observation of and interaction with human participants. Music psychology is a field of research with practical relevance for many areas, including music performance, composition, education, criticism, and therapy, as well as investigations of human aptitude, skill, intelligence, creativity, and social behavior. History[edit] Early history (pre-1860)[edit] Rise of an empirical music psychology (1860–1960)[edit] A brass, spherical Helmholtz resonator based on his original design, circa 1890-1900. Modern music psychology (1960–present)[edit] Research areas[edit]
Music therapy Music therapy is the use of interventions to accomplish individual goals within a therapeutic relationship by a professional who has completed an approved music therapy program.[1] Music therapy is an allied health profession and one of the expressive therapies, consisting of a process in which a music therapist uses music and all of its facets—physical, emotional, mental, social, aesthetic, and spiritual—to help clients improve their health. Music therapists primarily help clients improve their health in several domains, such as cognitive functioning, motor skills, emotional development, social skills, and quality of life, by using music experiences such as free improvisation, singing, and listening to, discussing, and moving to music to achieve treatment goals. Music therapists are found in nearly every area of the helping professions. History[edit] Forms[edit] Children[edit] Musical Therapy has also been recognized as a method for children with autism. Music and mood disorders[edit]
Focus and Concentration Use music to help hold attention and focus. Play Baroque-era music or slow Mozart music while students are reading or writing to focus their attention and keep them on track for longer periods of time. Sound Suggestions: Relax with the Classics: Volume 1 or 2, The Four Seasons, Baroque Music for Learning and Relaxation, Classical Harmonies (Mozart) For low-energy times of day, play upbeat Mozart while students are reading or writing to help them stay energized and interested. Sound Suggestions: Mozart Effect for Children: Tune Up Your Mind, Mozart Effect for Children: Mozart to Go, Mozart Effect for Children: Mozart in Motion, Mozart Effect: Strengthen the Mind, Mozart Effect for Children: Playtime to Sleepy Time (selections 1-4) Play focus music quietly in the background to hold students' attention while working at learning centers or on projects. Play music to refocus attention. Play an upbeat selection of music during a break time to refresh and re-energize.
Baroque Music This kind of soothing, rhythmic music is intended for inducing a state of relaxed alertness on the learner. This method is supposed to improve recalling performance by at least 25%. Why Baroque music? Experiments by Lozanov and his successors in both Europe and America showed that the following criteria have to be met by a music work to be useful for suggestopedic learning: "Largo" tempo Its tempo must be approx. 60 M.M. (60 beats/min). Instrumental music Voices (even choirs) and instruments standing out against the orchestra are likely to distract the student. Regular patterns Baroque works are often made up by rhythmic and melodic variations on a theme, following a somewhat mathematical pattern. Recommended Works Johann Sebastian Bach (1685-1750) 6 Concerti after Vivaldi. Arcangelo Corelli (1653-1713) Concerti Grossi, Opus 5. --- Concerti 7, 8, 9, and 10. 12 Concerti Grossi, Opus 6. George Frederick Handel or Georg Friedrich Händel (1685-1759) 12 Concerti Grossi, Opus 6.