Ramesh 1

Shroothi Ramesh
Mrs. McMennamy
Capstone- 6th
20 September 2016
TW #1: Overview of Emotional and Physical Effects of Music
In a technologically advanced world that is regularly evolving, one aspect of life that
stays constant is music. Music has long been a part of all civilization and is part of daily lives.
However its effects have only been studied in depth since the recent century of innovative
technology surfaced. It is established that all people are affected by music on a conscious and
subconscious level. The effects of music are prominent from even a young age, in both physical
and emotional health, and such effects influence social development.
Music can have positive effects on general health and well-being, and cause internal
physical changes to the brain. For example, singing in particular contains certain health benefits
for the body as a whole. The many facets of some of the more immediate benefits include
improved lung function, breathing and posture (Hallam, 2012). Adept singers treat their bodies
like an instrument, concerned with every detail. Their musicianship also contributes to benefits
for the heart and immune system, over time contributing to a generally lower mortality rate for
those who are culturally exposed to music or sing in a choir (Hallam, 2012). Proficiency in music
stimulates the brain and thus impacts the body in parallel. The physical impact can be seen over a
longer period of time in the skillful motor coordination, or fine movement, of instrumentalists.
As rhythm and motor coordination are developed impeccably, the body is more in tune with itself
as well as the environment (Hallam, 2012). This means that instrumentalists, particularly

Ramesh 2
drummers and pianists, tend to be more graceful and fluid in movement and learning than others.
Thus, musicians have a higher quality of life and perceived good health.
Not only can music have physical effects, but it can also develop psychological and
emotional neuromechanisms within the brain, influencing people in their environment. Singing,
as previously mentioned, can affect the body physically, and improve overall health. However, it
can also influence mental health and emotional capacity as a whole. Reduction of stress, a sense
of happiness, as well as greater stimulation of cognitive capabilities such as attention and
increased self- confidence have been noted to develop over time in vocal musicians (Hallam,
2012). Naturally, such boosts in mental capability allow music students to experience the
therapeutic benefits of music. Boosts in self-confidence are especially important for teenagers
and younger children so stresses of life do not negatively affect them. In fact, simply listening to
particularly emotionally connective music triggers a release of dopamine, a neurotrasmitter
associated with happiness (Lepping et. al, 2016). Thus music can be used to manipulate the brain
into emotion otherwise not accessed. Such effects have been used to the benefit of patients who
suffer from major depressive disorder (MDD) and actually influenced MDD patients more than
the majority of nonmusical stimuli used in the study (Lepping et. al, 2016). Neuorologically,
music activated portions of the brain that are part of emotional neural circuitry rather than drugs
forcing stimulation. A less mentally invasive technique proved to improve conditions better than
other options. Today, music is used increasingly as a means...to formulate and express our
individual identities (Hargreaves et. al, 2012). Every day, people make decisions on what kind
of music they listen to on radio or online which is often taken for granted. Though these
decisions seem insignificant in a passing moment, each choice made subliminally changes and

Ramesh 3
influences personality as the expressive potential of music is essentially a way to showcase who
you are and even what you want to be (Hargreaves et. al, 2012). Thus, identity is found in our
preferences for certain music genres and styles. This offers expressiveness to turn into a social
channel of communication.
The psychological development in the brain because of music has social effects as a
result. Music is an inherently social construct of human experience. It was formed as a means of
communicating and is still used in that way be it to express spirituality, explore feelings, or show
pride. Communicative musicality is the dynamic state that allows for people to interpret
messages and emotion behind music (Hargreaves et. al, 2012). This impacts people to act
socially with others in society. As previously stated, music is a key part of personality, thus,
people learn to associate music with other people. This contributes to the social nature of music
as people often gravitate towards other like-minded people, inherently looking for those with
similar music tastes because we understand each other when we understand music. Furthermore,
rhythmic patterns in both voice and music allow for the brain to recognize structure or narrative.
Motherese, or the tonal language that mothers use with their children, impact babies social
development and affects the connection between children and the mother (Fox, 2002). Though
baby talk is not music in the clearest sense, it does contain musical attributes such as higher
tones, sweeping pitch contours, melodic ups and downs, and singsongy rhythms, (Fox,
2002). These elements not only influence a social response from children, but also evoke
emotive interaction like laughing or smiling. The conclusion can be drawn that even as infants,
humans are naturally drawn to and respond emotionally to musical sounds. Babies learn to

Ramesh 4
communicate in simple ways through a musical language and form connections with adults and
other children.
Music, overall has a greater impact on the brain and body than most people and even
musicians ever acknowledge. The neuromechanisms involved are spread thoroughly within the
brain and affect other parts of the creative process as well. Music provides for more than just
entertainment for our ears.

Ramesh 5

Works Cited
Fox, D. B. (2000). Music and the Babys Brain Early Experiences. Music Educators Journal.
Retrieved from http://go.galegroup.com/ps/retrieve.do?
tabID=T002&resultListType=RESULT_LIST&searchResultsType=SingleTab&searchTy
pe=BasicSearchForm&currentPosition=1&docId=GALE
%7CA65229643&docType=Brief+article&sort=RELEVANCE&contentSegment=&prodI
d=AONE&contentSet=GALE
%7CA65229643&searchId=R4&userGroupName=j079907004&inPS=true
Hallam, S. (2012). The Power of Music: Its Impact on the Intellectual, Social and Personal
Development of Children and Young People. Retrieved from
http://scriptnc.fpg.unc.edu/resources/power-music-its-impact-its-impact-intellectualsocial-and-personal-development-children-an
Hargreaves, D.J., Miell, D., MacDonald, R. A. R. (2002). What are Musical Identities, and
Why are They Important? Researchgate.net. Retrieved from
https://www.researchgate.net/profile/David_Hargreaves2/publication/252461217_WHAT
_ARE_MUSICAL_IDENTITIES_AND_WHY_ARE_THEY_IMPORTANT/links/00b7d
52976a1481d5a000000.pdf
Lepping, R.J., Atchley, R.A., Chrysikou, E., Martin L.E., Clair, A.A., Ingram, R.E. (June
2016).Neural Processing of Emotional Musical and Nonmusical Stimuli in Depression.
PLoS ONE. Retrieved from http://go.galegroup.com/ps/retrieve.do?
tabID=T002&resultListType=RESULT_LIST&searchResultsType=SingleTab&searchTy
pe=BasicSearchForm&currentPosition=4&docId=GALE
%7CA454759913&docType=Report&sort=RELEVANCE&contentSegment=&prodId=A
ONE&contentSet=GALE
%7CA454759913&searchId=R3&userGroupName=j079907004&inPS=true

Jourdain, R. (1997). Music, the Brain, and Ecstasy: How music Captures Our Imagination.
New York: Harper Perennial.