Mind over Music
Grade 8
Presentation
Hypothesis
If students are played nature sounds when trying to memorize a string of numbers/letters then their ability to memorize the string of numbers/letters will increase because ambient noises are known to help the brain produce more alpha brain waves which are used to relax the brain and stimulate memory and intelligence.
Research
The brain has 5 states of waves that stimulate the brain: the Gamma state (concentrated brain), the Alpha state (a very relaxed brain), the Beta state (an active brain ), the Delta state (brain in deep sleep) and finally the Theta state (a deeply relaxed brain).
All three types of music (jazz, classical, and wind) stimulate alpha brain waves.
The part of your brain that you use to memorize is the hippocampus, which is located in the center of the brain.
In 1993, a scientist at the University of California found that people who listened to Mozart would do better on a spatial reasoning tests than those who listened tonothing or a monotone radio. This discovery was dubbed the ‘Mozart Effect’.
Questions answered by my expert:
1, Is there a specific type of music you play for the kids in the hospitals?
In hospital most effective music is what is familiar to the patient. This can range from children songs, nursery rhymes, contemporary pop, country, religious hymns or anything really (lyrics or instrumental). Music choices are mostly centred around the type of music that engages the patient, but at times selections can reflect overall family preferences also. Music therapy can support the entire family unit including the child, parents and siblings.
2, Is there a scientific reason that you play this music for the kids?
Music therapy practice in particular is founded upon a large body of research spanning over 70 years. Research shows that familiar music elicits a stronger response in the brain and can at times trigger memories/associations. Similar to how smells can bring back good memories, music also can improv someone’s mood or focus more effectively if it has been previously been associated to a calm, joyful time in a persons life. If a familiar lullaby has be sung to a child everyday, this lullaby may be especially effective to help the child be comforted during stressful hospitalizations. It is important to note that there is no scientific evidence for any particular kind of music (or musical properties) to help people feel better. For example slow classical music may not make everyone feel calm and peaceful. For someone else it may be rap or heavy metal and may feel agitated or bored when hearing slow classical music.
3, Why would the brain work better with music for healing?
I don’t think that music makes the brain work better necessarily. You would have to be more precise about what you are asking with this question. Although there are many therapies that claim that there are specific music designed for ‘healing’, it is not supported by peer reviewed scientific research at this point and it falls outside the scope of music therapy practice.
Music is often part of ritual (whether it is for healing or other) and music can help in attaining the desired state of mind more easily. For example church music helps people connect with the divine, and sports pump up songs help create energy before the big game.
I can share that one of music’s most important aspect is its time dimension. The regular rhythm and pulse of of music has the ability to affect our heart rate and respiration and the regular beat can help someone feel more regulated and focused similar to being rocked in a chair. There is something comforting from the predictability of repetitive motion. Regular rhythm has also been shown to help maintain attention which has implications for learning. But music is much more than that. It can impact all dimensions of health including the physical, emotional, cognitive, spiritual and social.
4, Have you seen better results from the patients by playing different music? Is there any research to support this?
I have personally experienced the benefits of music on my own self through piano improvisations and listening (getting in the ‘zone’ is the expression) and I do see how quickly music played in a patient room can change the ‘vibe’ and atmosphere, not only for the families but for the staff and anyone in the environment. I have also improvised live music with the intent of improving a sense of calm in the hospital with great success. Music therapy also has been very effective in helping patients cope with medical procedures as it provides positive distraction and helps comfort children after the procedure. This is all supported by research. Unfortunately there are no prescriptions or cook books for helping people heal through music yet, but the benefits are achieved by developing a trusting therapeutic relationship with patients and learning what works through trial and error and a keen sense of observation.
Of course, it helps to be a certified therapist with expertise in music and it’s use for benefitting all aspects of health. Music therapists in Canada do a 1000h internship and many provinces require a Master’s degree in the subject in order to practice.
Variables
Manipulated: Type of sounds played while memorizing (smooth jazz, classical, nature sounds, none)
Responding: how many numbers/letters they memorize in 20 secs after listening to 2 mins of music in silence.
Controlled:
-Room each group of students take the test in: this is the room they are already comfortable in (their classroom.)
- Volume of music, because the volume may impact the results of the test.
-Length of time allowed to memorize.
Procedure
Remember music is playing all throughout the test.
- Have subjects sit in their own classroom in regular desks facing forward
- Read steps outlining on how the test will proceed.
- Start a two minute timer and start the music at the same time.
- Students listen to the music for 2 mins in silence
- Complete the memory test with the music playing :
- Have the string of numbers/letters on the screen for 20 seconds and have students try to memorize the numbers/letters
- Flip the slide to a blank one then give students a sheet of paper and ask them to write down the sequence of numbers/letters they remember (1 min is allowed )
- Complete the survey (lower on the same sheet of paper) depicting: if they have any musical training, their age, and their top 5 favorite types of music (remember this is anonymous so no names)
Observations
| Class | Music | Student | Correct in a String | Correct Total | Incorrect Total | Not answered | Muscial Training | Classical Rank | Jazz Rank | Ambient Rank | Hip Hop Rank | Rock Rank |
| Rushton | Classical | 1 | 3 | 7 | 12 | 9 | y | 5 | 3 | 1 | 2 | 1 |
| Rushton | Classical | 2 | 4 | 4 | 3 | 21 | n | 1 | 4 | 2 | 3 | 5 |
| Rushton | Classical | 3 | 1 | 1 | 6 | 21 | n | 3 | 4 | 1 | 2 | 5 |
| Rushton | Classical | 4 | 2 | 3 | 2 | 23 | y | 4 | 3 | 5 | 2 | 1 |
| Rushton | Classical | 5 | 0 | 2 | 3 | 23 | y | 4 | 1 | 3 | 5 | 2 |
| Rushton | Classical | 6 | 2 | 3 | 16 | 9 | y | 2 | 5 | 4 | 1 | 3 |
| Rushton | Classical | 7 | 7 | 7 | 0 | 21 | n | 4 | 3 | 2 | 1 | 5 |
| Rushton | Classical | 8 | 4 | 11 | 3 | 14 | y | 1 | 4 | 5 | 3 | 2 |
| Rushton | Classical | 9 | 3 | 8 | 2 | 18 | y | 4 | 3 | 2 | 1 | 5 |
| Rushton | Classical | 10 | 3 | 3 | 1 | 24 | y | 3 | 5 | 2 | 1 | 3 |
| Rushton | Classical | 11 | 5 | 5 | 0 | 23 | y | 4 | 5 | 2 | 3 | 1 |
| Rushton | Classical | 12 | 6 | 6 | 4 | 18 | y | 4 | 2 | 5 | 1 | 3 |
| Rushton | Classical | 13 | 8 | 8 | 1 | 19 | n | 4 | 5 | 2 | 3 | 1 |
| Rushton | Classical | 14 | 4 | 7 | 2 | 19 | y | 1 | 2 | 3 | 4 | 5 |
| Rushton | Classical | 15 | 7 | 9 | 1 | 18 | n | 3 | 2 | 4 | 1 | 5 |
| Rushton | Classical | 16 | 4 | 6 | 7 | 15 | y | 5 | 4 | 3 | 2 | 5 |
| Rushton | Classical | 17 | 2 | 2 | 0 | 26 | n | 5 | 4 | 3 | 1 | 2 |
| Rushton | Classical | 18 | 10 | 10 | 0 | 18 | n | 0 | 0 | 0 | 0 | 0 |
| Meiklejohn | Classical | 1 | 5 | 6 | 1 | 21 | n | 3 | 4 | 5 | 2 | 1 |
| Meiklejohn | Classical | 2 | 0 | 1 | 6 | 21 | n | 5 | 3 | 4 | 1 | 2 |
| Meiklejohn | Classical | 3 | 2 | 7 | 7 | 14 | n | 2 | 4 | 3 | 5 | 1 |
| Meiklejohn | Classical | 4 | 5 | 5 | 1 | 22 | n | 3 | 4 | 1 | 5 | 2 |
| Meiklejohn | Classical | 5 | 4 | 4 | 4 | 20 | n | 1 | 0 | 0 | 0 | 5 |
| Meiklejohn | Classical | 6 | 2 | 2 | 1 | 25 | n | 5 | 0 | 0 | 0 | 1 |
| Meiklejohn | Classical | 7 | 0 | 2 | 2 | 24 | y | 3 | 4 | 5 | 2 | 1 |
| Meiklejohn | Classical | 8 | 5 | 5 | 0 | 23 | n | 0 | 0 | 0 | 0 | 0 |
| Meiklejohn | Classical | 9 | 3 | 8 | 2 | 18 | n | 2 | 4 | 5 | 1 | 3 |
| Meiklejohn | Classical | 10 | 2 | 2 | 1 | 25 | n | 3 | 4 | 5 | 2 | 1 |
| Meiklejohn | Classical | 11 | 0 | 1 | 9 | 18 | y | 5 | 4 | 3 | 1 | 2 |
| Meiklejohn | Classical | 12 | 0 | 1 | 3 | 24 | n | 2 | 5 | 1 | 4 | 3 |
| Meiklejohn | Classical | 13 | 1 | 1 | 2 | 25 | n | 1 | 3 | 4 | 2 | 5 |
| Meiklejohn | Classical | 14 | 4 | 5 | 9 | 14 | n | 3 | 2 | 5 | 4 | 1 |
| Meiklejohn | Classical | 15 | 5 | 6 | 3 | 19 | n | 2 | 3 | 1 | 4 | 5 |
| Meiklejohn | Classical | 16 | 4 | 4 | 10 | 14 | n | 1 | 3 | 4 | 5 | 2 |
| Meiklejohn | Classical | 17 | 0 | 8 | 2 | 18 | n | 4 | 5 | 2 | 3 | 1 |
| Meiklejohn | Classical | 18 | 11 | 11 | 0 | 17 | y | 5 | 3 | 4 | 2 | 1 |
| Meiklejohn | Classical | 19 | 0 | 2 | 6 | 20 | n | 0 | 0 | 3 | 0 | 0 |
| Meiklejohn | Classical | 20 | 4 | 4 | 5 | 19 | y | 4 | 2 | 5 | 1 | 3 |
| Meiklejohn | Classical | 21 | 2 | 2 | 7 | 19 | n | 4 | 5 | 3 | 2 | 1 |
| Meiklejohn | Classical | 22 | 2 | 8 | 5 | 15 | n | 5 | 4 | 2 | 3 | 1 |
| Campbell | Silent | 1 | 3 | 6 | 4 | 18 | n | 5 | 4 | 3 | 1 | 2 |
| Campbell | Silent | 2 | 2 | 3 | 6 | 19 | y | 3 | 4 | 2 | 1 | 5 |
| Campbell | Silent | 3 | 8 | 8 | 0 | 20 | y | 1 | 3 | 5 | 2 | 4 |
| Campbell | Silent | 4 | 5 | 6 | 1 | 21 | y | 2 | 1 | 3 | 4 | 5 |
| Campbell | Silent | 5 | 7 | 7 | 0 | 21 | y | 5 | 4 | 1 | 3 | 2 |
| Campbell | Silent | 6 | 4 | 4 | 0 | 24 | y | 2 | 3 | 1 | 5 | 4 |
| Campbell | Silent | 7 | 5 | 7 | 4 | 17 | y | 5 | 2 | 1 | 3 | 4 |
| Campbell | Silent | 8 | 6 | 9 | 6 | 13 | y | 2 | 5 | 3 | 4 | 1 |
| Campbell | Silent | 9 | 5 | 6 | 1 | 21 | y | 2 | 1 | 4 | 3 | 5 |
| Campbell | Silent | 10 | 1 | 1 | 0 | 27 | y | 5 | 4 | 1 | 3 | 2 |
| Campbell | Silent | 11 | 8 | 8 | 4 | 16 | y | 1 | 2 | 5 | 3 | 4 |
| Shustack | Ambient | 1 | 5 | 5 | 0 | 23 | y | 5 | 5 | 1 | 5 | 5 |
| Shustack | Ambient | 2 | 2 | 2 | 8 | 18 | y | 3 | 1 | 4 | 5 | 2 |
| Shustack | Ambient | 3 | 1 | 1 | 11 | 16 | y | 5 | 4 | 1 | 3 | 2 |
| Shustack | Ambient | 4 | 2 | 5 | 14 | 9 | n | 4 | 2 | 1 | 3 | 5 |
| Shustack | Ambient | 5 | 4 | 4 | 5 | 19 | n | 5 | 2 | 3 | 1 | 4 |
| Shustack | Ambient | 6 | 2 | 2 | 4 | 22 | n | 4 | 5 | 2 | 1 | 3 |
| Shustack | Ambient | 7 | 0 | 3 | 4 | 21 | y | 3 | 2 | 4 | 1 | 5 |
| Shustack | Ambient | 8 | 3 | 3 | 2 | 13 | y | 3 | 2 | 5 | 1 | 4 |
| Shustack | Ambient | 9 | 6 | 6 | 0 | 22 | y | 2 | 1 | 3 | 5 | 4 |
| Shustack | Ambient | 10 | 2 | 3 | 18 | 7 | y | 3 | 4 | 2 | 1 | 5 |
| Shustack | Ambient | 11 | 2 | 2 | 7 | 19 | y | 2 | 5 | 3 | 1 | 4 |
| Shustack | Ambient | 12 | 8 | 8 | 0 | 20 | n | 2 | 3 | 1 | 2 | 4 |
| Shustack | Ambient | 13 | 5 | 5 | 1 | 22 | n | 4 | 3 | 5 | 1 | 2 |
| Shustack | Ambient | 14 | 4 | 4 | 2 | 22 | n | 4 | 3 | 5 | 1 | 2 |
| Shustack | Ambient | 15 | 7 | 7 | 0 | 21 | y | 3 | 4 | 2 | 1 | 5 |
| Shustack | Ambient | 16 | 4 | 4 | 2 | 22 | y | 4 | 3 | 1 | 2 | 5 |
| White | Ambient | 1 | 2 | 2 | 23 | 3 | y | 2 | 4 | 3 | 5 | 1 |
| White | Ambient | 2 | 7 | 7 | 0 | 21 | y | 3 | 4 | 2 | 1 | 5 |
| White | Ambient | 3 | 2 | 8 | 9 | 11 | y | 2 | 3 | 4 | 5 | 1 |
| White | Ambient | 4 | 3 | 6 | 9 | 13 | y | 4 | 3 | 5 | 1 | 2 |
| White | Ambient | 5 | 3 | 6 | 9 | 13 | y | 4 | 3 | 5 | 1 | 2 |
| White | Ambient | 6 | 0 | 0 | 0 | 28 | y | 4 | 2 | 3 | 5 | 1 |
| White | Ambient | 7 | 0 | 0 | 0 | 28 | n | 3 | 4 | 5 | 1 | 2 |
| White | Ambient | 8 | 3 | 4 | 5 | 19 | y | 4 | 1 | 3 | 2 | 5 |
| White | Ambient | 9 | 9 | 10 | 2 | 16 | y | 2 | 5 | 1 | 3 | 4 |
| White | Ambient | 10 | 7 | 7 | 0 | 21 | y | 4 | 3 | 5 | 1 | 2 |
| White | Ambient | 11 | 1 | 4 | 4 | 20 | y | 5 | 4 | 3 | 1 | 2 |
| White | Ambient | 12 | 12 | 12 | 0 | 16 | n | 1 | 3 | 4 | 2 | 5 |
| White | Ambient | 13 | 8 | 8 | 7 | 13 | y | 5 | 1 | 4 | 3 | 2 |
| White | Ambient | 14 | 9 | 10 | 2 | 16 | y | 2 | 4 | 5 | 1 | 3 |
| White | Ambient | 15 | 3 | 9 | 1 | 18 | y | 5 | 4 | 3 | 2 | 1 |
| White | Ambient | 16 | 6 | 6 | 1 | 21 | y | 5 | 4 | 2 | 3 | 1 |
| White | Ambient | 17 | 7 | 9 | 1 | 18 | y | 5 | 4 | 3 | 1 | 2 |
| White | Ambient | 18 | 7 | 7 | 1 | 20 | y | 4 | 1 | 5 | 2 | 3 |
| White | Ambient | 19 | 6 | 6 | 2 | 20 | n | 3 | 4 | 2 | 2 | 5 |
| Rose | Jazz | 1 | 2 | 4 | 12 | 12 | n | 5 | 3 | 2 | 1 | 4 |
| Rose | Jazz | 2 | 10 | 10 | 0 | 18 | y | 5 | 3 | 4 | 2 | 1 |
| Rose | Jazz | 3 | 4 | 7 | 2 | 19 | y | 5 | 3 | 4 | 2 | 1 |
| Rose | Jazz | 4 | 1 | 7 | 4 | 17 | y | 2 | 1 | 5 | 3 | 4 |
| Rose | Jazz | 5 | 7 | 7 | 0 | 21 | n | 2 | 3 | 1 | 4 | 5 |
| Rose | Jazz | 6 | 2 | 3 | 7 | 18 | y | 4 | 3 | 5 | 1 | 2 |
| Rose | Jazz | 7 | 5 | 11 | 2 | 15 | y | 1 | 3 | 2 | 5 | 4 |
| Rose | Jazz | 8 | 5 | 5 | 6 | 17 | n | 4 | 5 | 3 | 2 | 1 |
| Rose | Jazz | 9 | 13 | 13 | 2 | 13 | y | 2 | 3 | 1 | 5 | 4 |
| Rose | Jazz | 10 | 2 | 4 | 15 | 9 | n | 5 | 4 | 3 | 2 | 1 |
| Rose | Jazz | 11 | 0 | 0 | 0 | 28 | n | 3 | 1 | 2 | 5 | 4 |
| Rose | Jazz | 12 | 2 | 4 | 14 | 10 | n | 2 | 1 | 4 | 3 | 3 |
| Rose | Jazz | 13 | 1 | 1 | 2 | 25 | n | 4 | 2 | 5 | 1 | 3 |
| Rose | Jazz | 14 | 9 | 9 | 0 | 19 | y | 1 | 2 | 3 | 4 | 5 |
| Rose | Jazz | 15 | 5 | 6 | 8 | 14 | y | 5 | 1 | 1 | 5 | 5 |
| Rose | Jazz | 16 | 7 | 7 | 0 | 21 | y | 3 | 1 | 5 | 2 | 4 |
| Rose | Jazz | 17 | 7 | 7 | 2 | 19 | y | 3 | 2 | 2 | 2 | 4 |
| Rose | Jazz | 18 | 1 | 1 | 0 | 27 | n | 4 | 3 | 1 | 5 | 2 |
| Schultz | Jazz | 1 | 2 | 5 | 7 | 16 | y | 3 | 4 | 5 | 2 | 1 |
| Schultz | Jazz | 2 | 2 | 5 | 6 | 17 | n | 1 | 3 | 4 | 2 | 5 |
| Schultz | Jazz | 3 | 3 | 4 | 4 | 20 | y | 4 | 2 | 3 | 5 | 1 |
| Schultz | Jazz | 4 | 2 | 2 | 0 | 26 | n | 5 | 2 | 5 | 1 | 3 |
| Schultz | Jazz | 5 | 0 | 2 | 12 | 14 | y | 4 | 1 | 3 | 5 | 2 |
| Schultz | Jazz | 6 | 1 | 2 | 11 | 15 | y | 1 | 1 | 1 | 3 | 5 |
| Schultz | Jazz | 7 | 5 | 5 | 0 | 23 | n | 3 | 2 | 4 | 1 | 5 |
| Schultz | Jazz | 8 | 5 | 7 | 1 | 20 | y | 2 | 1 | 3 | 4 | 5 |
| Schultz | Jazz | 9 | 6 | 6 | 0 | 22 | y | 2 | 3 | 4 | 1 | 5 |
| Schultz | Jazz | 10 | 2 | 3 | 8 | 17 | y | 3 | 5 | 4 | 1 | 2 |
| Schultz | Jazz | 11 | 2 | 3 | 4 | 21 | y | 3 | 4 | 5 | 1 | 2 |
| Schultz | Jazz | 12 | 4 | 4 | 1 | 13 | n | 0 | 0 | 5 | 0 | 1 |
| Schultz | Jazz | 13 | 0 | 1 | 6 | 11 | n | 0 | 0 | 0 | 0 | 0 |
| Schultz | Jazz | 14 | 2 | 4 | 5 | 19 | n | 5 | 2 | 1 | 4 | 3 |
| Schultz | Jazz | 15 | 4 | 6 | 8 | 14 | n | 3 | 1 | 5 | 2 | 4 |
| Schultz | Jazz | 16 | 3 | 6 | 11 | 11 | y | 4 | 2 | 5 | 1 | 3 |
| Schultz | Jazz | 17 | 3 | 6 | 5 | 27 | n | 4 | 2 | 3 | 5 | 1 |
| Schultz | Jazz | 18 | 3 | 4 | 5 | 19 | n | 1 | 3 | 4 | 5 | 4 |
| Schultz | Jazz | 19 | 4 | 4 | 1 | 13 | n | 5 | 4 | 2 | 1 | 3 |
| Schultz | Jazz | 20 | 5 | 5 | 0 | 23 | y | 1 | 3 | 4 | 1 | 1 |
| Schultz | Jazz | 21 | 2 | 2 | 9 | 17 | n | 5 | 2 | 3 | 4 | 1 |
Analysis
These are the charts showing the people who got above the average of 7 numbers/letters in total.
Most people who got above 7 overall were listening to classical music (32.5% of the people), although a close amount of the people who scored above the average were listening to Ambient (30.0% of the people).
_________________________________________________________________________________________________________________________________
This is the data of the students who scored above the average (7 correct in a row with no mistakes).
Most people (41.7%) who got above the average of seven in a row were listening to ambient music. Jazz is the next highest with 25.0% of the people scoring higher than the average, followed by Classical music with 20.8% of the people.
_________________________________________________________________________________________________________________________________
This is data of all 126 students (not separated by music). I determined the average as 6.5 correct in a row with no mistakes (after analysis).
Most people who got above the average of seven in a row where listening to ambient music.
_________________________________________________________________________________________________________________________________
This is data of all 126 students (not separated by music). I determined the average as 6.5 correct in total (after analysis).
Conclusion
In conclusion, the results are intriguing.
I hypothesized that ambient music would improve the student’s ability to memorize.
My hypothesis was correct when looking for exact precision of memorization, because the most students that scored above the average were listening to ambient music, a total of 16.7% above the second highest (Jazz music)
The memorizing overall was done better while listening to classical music (although unlike “exact precision” memorization that had a large difference between 1st and 2nd), ambient still helped 30.0% of the students to memorize well overall. That is only a difference of 2.5%.
Alpha waves are the brain wave state in which memorization is best found, it is also where the brain is “very relaxed”. The student’s brains must sense ambient and classical as relaxing music, which released more alpha waves to the brain, which allowed them to memorize numbers and letters better.
When I spoke to a Music Therapist, they shared that when trying to create a calm environment he has found the most success with music that is familiar to the patient and their family.
Familiar music (associated with calm and joyful times) creates a stronger response in the brain, bringing up memories and improving mood and focus (from research in the past 70 years).
One of music’s most important aspects for helping with focus and mood is if it has regular timing and rhythm. If it does, then it brings comfort, focus and regulates someone, like your own heartbeat and breathing.
So with this information we can infer that when playing music to help people memorize we need to consider what music they enjoy or have a positive memory with to help them produce the best results. This will likely vary from person to person.
Application
With this knowledge, teachers can decide to play ambient music or classical while students are learning, to enhance their ability to remember certain information. Study halls in universities, libraries, coffee shops or hospitals could play music as well, to encourage remembering of information.
Two years ago, I tested plants to see if they grew better with music. My results showed that they do grow better with music. Maybe we could place different plants in areas of learning, where music is being played so this could increase the growth of the plants as well as encourage memorization in humans.
If I had more time I would test other types of music like electronic, or instrumental soul, to see if they play an effect in memorizing as well.
Sources Of Error
- Accidentally stopped timer twn seconds to late and students had extra time to memorize.
- Someone made a noise that disturbed the silent time before memorizing.
- Never analyzed if the students had a musical background or not compared to ability to memorize.
- Silent only had one group of students while there were two groups for all other types of music.
Citations
Works Cited
- Abhang, Priyanka A., et al. “Chapter 2 - Technological Basics of EEG Recording and Operation of
Apparatus.” ScienceDirect, Academic Press, 1 Jan. 2016,
www.sciencedirect.com/science/article/abs/pii/B9780128044902000026.
- Bhanawat, Akshay. “The Best Music for Studying: What to Listen to While Studying.” T.H.E - Music
Essentials, 10 Jan. 2022, themusicessentials.com/editorials/best-music-for-studying/.
- M, Jason. “The Magic of Fire – How and Why It Captivates Us - Blog.” Hearth & Home, 29 Aug. 2016,
hearthandhomefireplace.com/magic-fire-captivates-us/. Accessed 10 Mar. 2024.
“Music to Help You Study: Playlists to Choose.” Maryville Online, 4 May 2022,
- online.maryville.edu/blog/music-to-help-you-
study/#:~:text=Music%20can%20help%20with%20memorization. No Author.
- Village, Riddle. “Benefits of Listening to Jazz Music.” Riddle Village, 17 Aug. 2021,www.riddlevillage.com/blog/benefits-of-listening-to-jazz-
music/#:~:text=Increased%20creativity%3A%20In%20addition%20to.
- Xavier, Gregory, et al. “Exploratory Study of Brain Waves and Corresponding Brain Regions of Fatigue
On‐Call Doctors Using Quantitative Electroencephalogram.” Journal of Occupational Health, vol.
62, no. 1, Jan. 2020, https://doi.org/10.1002/1348-9585.12121.
Acknowledgement
I'd like to thank my family: my Dad, Mom, and two sisters for helping me with the marking of the test papers and all of the other crafty things in my project. Marc Houde for being my expert and answering my questions on music therapy. I am thankful for my teacher, Mrs. Davis, for helping me from the beginning, and all the students and teachers who helped me push on to try and get to CYSF. Mrs. Campbell, Mr. Meiklejohn, Mrs. Shustack, Mrs. White, Mrs. Rook, Mrs. Rose, and Mrs. Rushton were essential because of the participation of their classes in my testing, and I appreciate the support.