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Educational music, is a genre of music in which songs, lyrics, or other musical elements are used as a method of teaching and/or learning. It has been shown in research to promote learning. Additionally, music study in general has been shown to improve academic performance of students.
Songs about school have probably been composed and sung by students for as long as there have been schools. Examples of such literature can be found dating back to medieval England. [ 1 ] The number of popular songs dealing with school as a subject has continued to increase with the development of youth subculture starting in the 1950s and 1960s.
A number of researchers and music education advocates have argued that studying music enhances academic achievement, [22] such as William Earhart, former president of the Music Educators National Conference, who claimed that "Music enhances knowledge in the areas of mathematics, science, geography, history, foreign language, physical education ...
When discussing environment in regards to its effect on studying and retention Carey says “a simple change in venue improved retrieval strength (memory) by 40 percent.” [42] Another change in the environment can be background music; if people study with music playing and they are able to play the same music during test time they will recall ...
The 500 Greatest Songs of All Time" is a recurring song ranking compiled by the American magazine Rolling Stone. It is based on weighted votes from selected musicians, critics, and industry figures. It is based on weighted votes from selected musicians, critics, and industry figures.
Musical analysis is the study of musical structure in either compositions or performances. [1] According to music theorist Ian Bent, music analysis "is the means of answering directly the question 'How does it work?'". [2]
The neuroscience of music is the scientific study of brain-based mechanisms involved in the cognitive processes underlying music. These behaviours include music listening , performing , composing , reading, writing, and ancillary activities.
In another study, the effect was replicated with the original Mozart music, but eliminated when the tempo was slowed down and major chords were replaced by minor chords. [12] Another meta-analysis by Pietschnig, Voracek, and Formann (2010) combined results of 39 studies to answer the question as to whether or not the Mozart Effect exists.