The Mozart Effect
The Mozart Effect
The Mozart Effect – Fact or Fiction?
The 1997 book by Don Campbell, “The Mozart Effect: Tapping the Power of Music to Heal the Body, Strengthen the Mind, and Unlock the Creative Spirit”, discusses the theory that listening to Mozart (especially the piano concertos) may temporarily increase one’s IQ and produce many other beneficial effects on mental function. Campbell recommends playing specially selected classical music to infants, in the expectation that it will benefit their mental development.
Will music really make my child smarter?
This seems to be the question on everyone’s mind based on the various research
offered in uncountable publications.
Well, fact is that scientific research shows that an education in music makes the brain grow and increases IQ scores by at least 9 points (University of California.)
Childhood music lessons boost the growth of the brain by integrating both sides of the brain for more efficient learning. The younger the training begins, the larger the area.
A 1997 Boston Globe article describes one study in which three-and four-year-olds who were given eight months of private piano lessons scored 34% higher on tests of spatio-temporal reasoning than control groups given computer lessons, singing lessons, and no training.
High school music students scored higher SATs, while second and third grade music students scored 70% higher than their peers!
Listening to classical music significantly improves specific math skills, especially fractions, after learning the value of eighth, quarter, half and whole notes. It improves creativity, calms hyperactive children and increases their attention span, helps to develop motor skills, coordination, memory, organization,and many other skills.
After The Mozart Effect, Campbell wrote a follow-up book, The Mozart Effect For Children, and created related products. Among these are collections of music that he states harness the Mozart effect to enhance “deep rest and rejuvenation“, “intelligence and learning“, and “creativity and imagination“. Campbell defines the term as “an inclusive term signifying the transformational powers of music in health, education, and well-being. It represents the general use of music to reduce stress, depression, or anxiety; induce relaxation or sleep; activate the body; and improve memory or awareness. Innovative and experimental uses of music and sound can improve listening disorders, dyslexia, attention deficit disorder, autism, and other mental and physical disorders and diseases”.