Thoughts descend from the head and converge in
the voice before they are articulated, while feelings
are primarily experienced as rising up from below the
voice, with love and passion coming from the heart
and grief and sadness from the stomach.
Don Campbell, a classical musician and former music critic, is a recognized authority on the transformative power of music, listening, and The Mozart Effect.
He expanded the definition of The Mozart Effect, first proposed by Alfred Tomatis, to include the influence of music on intelligence, health, emotions, and creativity. (see The Music of Biodanza and Methodology 1: Musical Semantics).
The Mozart Effect is the name attributed to psychologists' findings in 1993, that playing Mozart to their subjects increases their spatial-temporal reasoning.
The Mozart Effect represents:
It was first described by French researcher, Dr. Alfred A. Tomatis, in his 1991 book Pourquoi Mozart?. He used the music of Mozart in his efforts to retrain the ear, and believed that listening to the music presented at differing frequencies helped the ear, and promoted healing and the development of the brain.
Further studies, Music and Spatial Task Performance: A Causal Relationship, were performed in 1993 by physicist Gordon Shaw and Frances Rauscher, a former concert cellist and an expert on cognitive development. They measured the effects on a few dozen college students of listening to the first 10 minutes of the Mozart Sonata for Two Pianos in D Major (K.448), with control groups listening to either repetitive relaxation music or to silence. They found a temporary enhancement of spatial-temporal reasoning, as measured by the Stanford-Binet IQ Test. There were many attempts to replicate their results but most were unsuccessful.
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 his piano concertos) may temporarily increase one's IQ and produce many other beneficial effects on mental function. He recommends playing specially selected classical music to infants, in the expectation that it will benefit their mental development.
His belief is that music can be used to to reduce stress, depression, or anxiety; induce relaxation or sleep; activate the body; and improve memory or awareness. The book cites fifty common conditions where music has made a difference, curing symptoms and changing lives. These conditions include high blood pressure, heart disease, AIDs, allergies, asthma, dyslexia, migraine headaches, back pain, substance abuse, anxiety, insomnia, pregnancy and labour, menopause, stroke rehabilitation, diabetes and cancer.
After a brain scan he learned that he had a potentially fatal blood clot in an artery just below his brain. He managed to shrink the blood clot by humming quietly, for three to four minutes at a time, up to seven times a day. After three weeks a second brain scan showed a reduction in size from from more than an inch and a half in length to an eighth of an inch.
Biography: http://www.mozarteffect.com/MoreOnTME/AboutDon/AboutDon.html
The Mozart Effect: http://www.mozarteffect.com, http://en.wikipedia.org/wiki/Mozart_effect
Musica (research on music and behavior): http://www.musica.uci.edu
Interview: Does Music Really Affect the
Development of Children?
, 2000:
http://www.medicinenet.com/script/main/art.asp?articlekey=54039
The Mozart Effect
, BBC Radio 4, December 2002,
Audio:
http://www.bbc.co.uk/radio4/science/rams/mozarteffect.ram
Don Campbell, Listening, The Ear and Development:
The Work of Dr. Alfred A. Tomatis
:
http://www.newhorizons.org/spneeds/inclusion/information/campbell_d.htm
Don Campbell, The riddle of the Mozart Effect -
music therapy for illness care and prevention
,
Natural Health, 1998:
http://findarticles.com/p/articles/mi_m0NAH/is_n1_v27/ai_20152688/print
Frances Rauscher, Mozart and the mind: Factual and
fictional effects of musical enrichment
,
Improving academic achievement: Impact of
psychological factors on education, 269-278, New
York, Academic Press, 2002:
http://www.uwosh.edu/departments/psychology/rauscher/Mozart%20and%20Mind.pdf
Frances Rauscher, Is the "Mozart effect"
debunked?
, 2000:
http://www.uwosh.edu/departments/psychology/rauscher/Debunk.pdf
Frances Rauscher, Gordon Shaw, Linda Levine &
Katherine Ky, Music and Spatial Task Performance -
A Causal Relationship
, American
Psychological Association, 102nd Annual
Convention, Los Angeles, 1994: http://www.burchschool.com/musicstf.html
Frances Rauscher & S C Hinton, The Mozart
effect: Music listening is not music instruction
,
Educational Psychologist, 41, 233-238,
2006:
http://www.uwosh.edu/departments/psychology/rauscher/Ed%20Psych.pdf
Frances Rauscher and G L Shaw, Key components of
the Mozart Effect
, Perceptual and Motor
Skills, 86, 835-841, 1998:
http://www.uwosh.edu/departments/psychology/rauscher/Key.pdf
J S Jenkins, The Mozart Effect
, Journal
of the Royal Society of Medicine, Vol 94,
2001:
http://jrsm.rsmjournals.com/cgi/content/full/94/4/170
Kenneth M. Steele, Karen E. Bass, and Melissa D.
Crook, The Mystery of the Mozart Effect - Failure
to Replicate
, Psychological Science,
Vol 10, No 4, July 1999:
http://www.acs.appstate.edu/~kms/documents/Mozart_PS.pdf
Michael Linton, The Mozart Effect
, First
Things, 1999:
http://www.firstthings.com/article.php3?id_article=3116
Norman M. Weinberger, The Mozart Effect: A Small
Part of the Big Picture
, MusiCA Research
Notes, Volume VII, Issue 1, 2000: http://www.musica.uci.edu/mrn/V7I1W00.html
Victor Selman, The 'Mozart Effect II' and other
Communication/ Learning Links
, College
Teaching Methods & Styles Journal, Vol 3,
No 2, 2007:
http://www.cluteinstitute-onlinejournals.com/PDFs/306.pdf