音樂對大腦的影響.doc

音樂對大腦的影響以下許多證據(jù)表明，幼兒早期接觸音樂能長期受益。能在視覺空間推理能力測試中取得高分-一種在許多任務中都需要的技能(包括數(shù)學)。大腦對音調(diào)的反應增強-大腦對音樂刺激反應的能力與開始接受音樂訓練的年齡有直接關系。訓練開始越早，對音樂的反應就越強。我相信，音樂訓練能培養(yǎng)幼兒的時空知覺，就如同數(shù)字、語言、顏色、形狀和手勢能構筑兒童的音樂知覺一樣?！?早期音樂教育專家喬伊斯伊斯朗德葛羅姆柯提高大腦左右半球之間的交流效率。幼兒時期就接受音樂訓練的音樂家比常人擁有一個更大的胼胝體(一種連接左右半球的結構組織)。提高閱讀能力-積極地參與音樂活動(唱歌)和接受早期音樂訓練有助于嬰幼兒調(diào)節(jié)區(qū)分語音的能力。這在語言獲得和朗讀訓練中已被視為是一種必須的學習技能。提高嬰幼兒大小肌肉的運動能力。提高嬰幼兒的聽力-接觸過大量音樂的孩子能更好地在較長時間內(nèi)集中注意力，而不影響別人。事實證據(jù)音樂與數(shù)學的關系許多研究報告指出，音樂訓練能帶來正面效應，能培養(yǎng)嬰幼兒的視覺空間感。雖然視覺空間感只是一種抽象的解決問題的技能，卻對數(shù)學的理解至關重要。加州大學爾灣分校的艾米格蘭齊埃諾、馬休彼得森和戈登肖最近發(fā)現(xiàn)音樂訓練和數(shù)學能力之間有著直接的聯(lián)系。他們讓一群二年級學生分成三組分別上鋼琴課、英語課或不上課，然后，從每組學生中抽取一定比例的測試對象給他們進行附加的視覺空間訓練，內(nèi)容是玩一種特別設計的電視游戲。然后，就測試對象在解決數(shù)學問題能力方面進行研究。結果表明，在這些測試對象中，選擇鋼琴課學生的得分比選擇英語課和不上課的學生的得分分別高出26.7%和154.5%。音樂和語言相似，都是人的精神的體現(xiàn)。音樂家向人類傳達了任何其它語言都無法表達的東西?！?早期音樂教育先驅(qū)佐爾坦科達伊增強大腦中觸覺性處理區(qū)域的能力-孩童期就開始接受鋼琴訓練的音樂家的大腦控制手指觸摸覺知的區(qū)域較大。增強對音樂形式的認識-根據(jù)早期音樂教育專家塞西莉亞里德爾的觀點，幼兒早期接觸不同文化間豐富多彩的音樂形式可以使他們畢生熱愛音樂。顯然，上述結論表明音樂具有強大的影響力，我們應該激勵嬰幼兒熱情地投身于這個音樂殿堂，我們的目標是為他們創(chuàng)造一個絢麗多彩的音樂環(huán)境，就如同培養(yǎng)說、讀、寫能力所需的一個良好的語言環(huán)境一樣。音樂語言語言和音樂作為兩個以相同方式發(fā)展的平行系統(tǒng)，具有許多相同的特性。在出生后的第一年里，嬰兒的牙牙學語和自發(fā)哼唱前兆是很難區(qū)分的。他們通過聆聽、模仿看護人的非言語父母親的話“斯凱拉非常喜歡這輛火柴盒大小的玩具校車。他吃飯、睡覺和洗澡時都車不離身。要是半夜里玩具車從手里掉了出去，他就會驚醒并哭喊起來。我們認為，他之所以這么喜歡它的唯一理由是因為他喜歡歌曲車子的輪子，況且他還有一本同名的書。他不僅能唱這首歌，還能看著車子的圖片，甚至還能拿著車。”-斯凱拉的母親萊斯利威爾斯幼兒從家長說話中學習所指事物的名稱；從家長跳舞時所播放的樂曲中理解、學習音樂節(jié)奏。幼兒根據(jù)家長說話時用詞前后音升高半音或拉長的方式學習句子的結構；根據(jù)樂曲音符前后音升半音或拖長的情況學習音樂的結構。幼兒通過傾聽家長不同的語音語調(diào)，如“停止！”、“我愛你”來領會單詞的意義；通過聆聽歌曲不同的聲調(diào)，如“老灰貓”、“轉轉木馬”來理解樂曲旋律的含義。事實證據(jù)音樂和語言：不同但相似為論證言語系統(tǒng)和音樂系統(tǒng)的相似性，美國哈特福特大學的約翰M.費爾拉本德、克拉克桑德斯及其同事們進行了一系列研究，觀察學齡前兒童對歌曲的記憶程度是如何隨著旋律或歌詞的改變而改變。研究人員給一群3-5歲的幼兒播放一組原創(chuàng)歌曲，然后，再重新播放一遍歌曲：同樣的旋律，不同的歌詞；或是不同的旋律，相同的歌詞。結果，費爾拉本德和同事們發(fā)現(xiàn)，相對于歌詞而言，受試幼兒對歌曲的記憶力更受到旋律的影響。但如果多放幾遍歌曲，歌詞和旋律之間的關系就顯得密切起來-也就是說，幼兒在多次重復聽歌曲后，旋律和歌詞都能對歌曲的記憶最終起到相同的幫助作用。有鑒于此，研究人員開始假設，大腦的某一區(qū)域(被認為是左顳葉)負責處理歌曲的旋律或節(jié)奏；而另一區(qū)域(被認為是右顳葉)則負責處理歌曲的歌詞?！叭绻夷軗碛幸魳?，我別無所求，因為音樂給予我無窮的力量和豐富的思想。有了音樂，生活不用付出艱辛的努力就會變得豐富多彩?！碧崾荆_始開口發(fā)聲，就象語言學習那樣逐漸理解音樂莫扎特胎教音樂訂閱本知識點查看所有知識點索引 什么是莫扎特胎教音樂 莫扎特的胎教音樂 莫扎特胎教音樂的優(yōu)勢 莫扎特胎教音樂的爭議 適合做胎教的莫扎特音樂 專家解答莫扎特胎教音樂什么是莫扎特胎教音樂莫扎特音樂對于寶寶的智力全面發(fā)展確實存在一種特殊的促進作用。科學家們稱之為“莫扎特效應”。而聆聽經(jīng)專業(yè)人士制定編排過的古典音樂神童莫扎特的作品，更加能夠在實際意義上提升寶寶的智力潛能。通過莫扎特音樂豐富的旋律變化以及明快的節(jié)奏組合，使寶寶的大腦各皮層活力增強，思維更加敏捷。“莫扎特效應”可以說是當今西方報紙文獻和廣播媒體反復使用的一個術語，因為它涉及到父母教養(yǎng)、學校教育和音樂教學的方方面面。有些心理學家認為，這一術語改變了音樂教師傳統(tǒng)的音樂教育思想，使他們更加關注兒童身心發(fā)展的廣泛領域。所謂“莫扎特效應”是指莫扎特的音樂可以作為胎教音樂，可以提高孩子智商，這是上個世紀九十年代初美國科學家的研究結論。這個結論稱，當你聽一首莫扎特的曲子之后，你的大腦活力將會增強，思維更敏捷，運動更有效，它甚至可緩解癲癇等神經(jīng)障礙病人的病情。其實這樣籠統(tǒng)的論斷是會誤導人的。因為莫扎特的創(chuàng)作主題豐富、風格多樣，他的音樂也有很多表現(xiàn)激越強烈的感情，或憂傷或狂熱或悲壯，這樣風格的音樂就算是天才之作也不適宜選作胎教音樂的。其實，只要是母親喜歡的樂曲，古典音樂也好，爵士音樂也罷，對母子都會有好處。莫扎特的胎教音樂當寶寶還在腹中，不少媽媽就用聽音樂的方法進行“胎教”。音樂有獨特的魅力和明顯促進智力發(fā)育的作用，它對孩子的健康成長也有很大的幫助。其中最富盛名的莫扎特音樂的確對寶寶的空間智能有幫助，原因大致是因為他的曲式均衡且對稱，嚴謹?shù)娘L格有一種格式美，而且有助于腦部的理性分析及認知的智能。莫扎特胎教音樂的優(yōu)勢胎教音樂已經(jīng)風靡許多國家，其中莫扎特胎教音樂更是贏得了很多準媽媽的青睞，甚至產(chǎn)生了“莫扎特效應”，那么莫扎特的音樂有什么神奇之處呢?因為胎教音樂原則上最好用節(jié)奏鮮明、速度適中或偏慢、旋律好聽、力度變化不明顯、感情色彩不悔暗的曲子，而莫扎特大部分音樂都有以上特點，所以他的音樂最適合做胎教。1、大腦喜歡聽重復的旋律莫扎特的音樂總是喜歡讓某一個旋律多次重復出現(xiàn)，對胎兒來說，大腦還沒有發(fā)育完全，重復的曲調(diào)可以幫助他們訓練記憶力，也不會感覺到疲倦。2、釋放胎兒的波西方的研究認為，莫扎特胎教音樂可刺激大腦釋出腦動力波，也就是俗稱的波。正常的腦動力波有4種，其中波是腦部最活躍、思維最敏捷的波長。3、曲調(diào)接近心跳頻率許多準媽媽都反映，聽莫扎特的音樂時心情舒暢，節(jié)奏平緩，比較接近人的心跳頻率，可以更好地刺激胎兒的聽覺神經(jīng)。4、意境優(yōu)美，便于發(fā)揮想象力莫扎特胎教音樂速度適中，有些甚至偏慢，而且旋律好聽，力度變化不明顯，追求的是一種美好的意境，準媽媽們在聽的時候，想象力可以迅速打開。莫扎特胎教音樂的爭議我們經(jīng)常能聽到有人說：“莫扎特等音樂大師的古典音樂最適合胎教?！笨墒牵两裎覀儾⑽凑业侥軌蜃C明這一說法的有力證據(jù)。而且，有科學家通過研究發(fā)現(xiàn)，即使是古典音樂以外的其他音樂，同樣可以提高胎兒大腦的活力，特別是提高側腦葉的活力。莫扎特的音樂和心臟跳動的聲音對嬰兒有特殊的好處，這一點并沒有足夠的證據(jù)。首先，莫扎特效應的試驗，根本就未在準媽媽或兒童身上進行過，不能得出音樂能提高兒童智商的結論。其次，在經(jīng)過科學家研究過后，基本都是在潑冷水。依然有很多父母認為聽音樂會讓孩子更聰明。人們相信存在莫扎特效應，并認為最初的研究也是針對嬰兒的，這正因為嬰兒是人們焦慮的中心望子成龍、盼女成鳳的典型表現(xiàn)。聽還是不聽，成為擺在面前的選擇題。莫扎特或一切古典音樂，都未被證明有提高智商的魔力，但這不會妨礙人們喜歡去聆聽，至少不會毒害你的身體，降低你的智商。適合做胎教的莫扎特音樂莫扎特胎教音樂系列是以莫扎特鋼琴曲為藍本的一系列胎教音樂，都是世界著名的鋼琴曲，曲風柔和，優(yōu)美、流暢，傳神的詮釋了音樂對下一代的唯美、溫馨的關愛，屬于神奇的、效果最明顯的胎教音樂。孕婦聽莫扎特的音樂，可以直接使胎兒感受到音樂的旋律，對胎兒的好處是多方面的，將使寶寶受益終身。作為音樂史上最偉大的音樂家，莫扎特留下的很多音樂都比較適合作為胎教音樂，現(xiàn)推薦幾首：圣體頌莫扎特效應第39號交響曲E大調(diào)雙鋼琴奏鳴曲D大調(diào)詠嘆調(diào)嬉游曲第25號交響曲G小調(diào)豎笛5重奏第23號鋼琴協(xié)奏曲A大調(diào)第1號法國協(xié)奏曲D大調(diào)長笛四重奏豎笛五重奏費加羅的婚禮第40號交響曲第41號交響曲莫扎特弦樂小夜曲/edu/201007051108206.shtml音樂影響行為減輕痛苦意大利的一名外科醫(yī)生扎帕洛通過研究認為：巴赫的音樂能減輕消化不良，莫扎特的音樂能減少風濕關節(jié)疼痛，舒伯特的音樂能幫助失眠者入睡，亨德爾的音樂則能解除失戀以及其他感情上的痛苦。降低食欲音樂甚至能使人的體重下降。肥胖癥治療醫(yī)生海姆斯博士所做的實驗表明，進行某種“音樂飲食”療法的人，體重每星期能下降兩磅。這種療法是在飯前播放幾分鐘使人興奮的音樂。這使人體胃液分泌放慢，食欲受到抑制。另在兩頓飯之間播放一些輕快的音樂，就能排除人在想吃甜食時的那種緊張和煩躁。推動銷售音樂不僅能幫助出售商品，還能被用來制造某種幻覺。加拿大一公司生產(chǎn)出售一種圍繞軌道跑動的小汽車玩具。為了吸引小顧客的興趣，廣告公司在電視廣告中特意配了一段緩慢而有節(jié)奏的音樂。這樣，在電視屏幕上出現(xiàn)的小汽車跑動速度就無形之中比真正的速度快了一倍。改善認知美國威斯康星大學的心理學家弗朗西斯魯斯切和她的同事們發(fā)現(xiàn)，聽莫扎特的音樂可以改善人體的計算和空間感知能力。在聽了莫扎特的音樂后，就連老鼠都能在迷宮游戲中得高分，但單純的噪音和其他音樂家的音樂都無法達到這一奇效。改變情緒俄羅斯科學院高級神經(jīng)活動與神經(jīng)生理學研究所通過實驗發(fā)現(xiàn)，音樂能影響人類大腦的活動。而古典音樂和搖滾樂對大腦活動的影響是不一樣的，古典音樂使人變得更理性，搖滾樂則使人更容易激動。2008年07月29日09:48新世紀周刊音樂的功能 編輯音樂是一種符號，聲音符號，表達人的所思所想。是人們思想的載體之一。音樂是有目的的，是有內(nèi)涵的，其中隱含了作者的生活體驗，思想情懷。音樂從聲波上分析它介于噪聲和頻率不變的純音之間，從效果上講它可以帶給人美的享受和表達人的情感。音樂是社會行為的一種形式，通過音樂人們可以互相交流情感和生活體驗。這在歌曲中這種作用表現(xiàn)得最為突出。Promoting Literacy Through MusicLaura Woodall and Brenda ZiembroskiThe successful acquisition of reading and writing in early childhood depends on a solid background in oral language skills. What better way to gain knowledge and confidence in oral language than through music? Oral language is an interactive and social process, and music is a natural way for children to experience rich language in a pleasurable way.Young children seem to be naturally wired for sound and rhythm. Besides providing enjoyment, music can play an important role in language and literacy development. Strong social bonds are encouraged through music and songs beginning in preschool. Toddlers can begin to experiment with grammatical rules and various rhyming patterns in songs and other written text.Establishing a sense of rhythm can be used to increase a students awareness of rhyming patterns and alliteration in other areas of reading and writing. Through music, memory skills can be improved, and aural discrimination increased (Chong & Gan 1997). Music can focus the mind on the sounds being perceived and promote learning through an interactive process. It is important in teaching early childhood students to be conscious of auditory and discrimination skills. Music and songs help increase these listening skills in a fun, relaxed manner. Listening skills are key in singing, language and expressive movement, and later reading and writing (Wolf, 1992).Music has always been a way for children to remember stories and learn about the world around them. Using music as a stimulus can effect ones emotions and make information easier to remember. Music also creates an environment that is conducive to learning. It can reduce stress, increase interest, and set the stage for listening and learning. The similarities between literacy acquisition and musical development are many. Therefore, teaching that combines music with language arts instruction can be the most effective (Davies, 2000). Furthermore, it is important for emergent readers to experience many connections between literacy in language, music, and in print.Language in music and language in print have many similarities, such as the use of abstract symbols. Both oral language and written language can be obtained in the same manner. That is, by using them in a variety of holistic literacy experiences, and building on what the students already know about oral and written language (Clay, 1993).For example, emergent readers will attempt to read along in a shared reading of a familiar text, just as they will join in a sing along to a familiar song. (Sometimes making up the words as they go!) Just as emergent reading and writing are acquired to drawing and pretending to write, musical learning is connected to song and movement. Children instinctively listen to music and try to identify familiar melodies and rhythms, just as early readers will look for words that sound alike, have patterns, or rhyme (Jalongo & Ribblett, 1997). Song picture books such as The Ants Go Marching or The More We Get Together, support early readers in this manner. They also illustrate how the use of familiar text, predictability, and repetition can encourage children to read. Using songs put to print can expand vocabulary and knowledge of story structure, as well as build on concepts about print. The use of music for reading instruction allows children to easily recall new vocabulary, facts, numbers, and conventions of print. For example,try to remember how you learned your ABCs or other memory skills - many people learn them musically. Meet Me at the Garden Gate* can be used to teach children to skip count by twos; it is a song that is readily learned while at the same time assimilates the mathematical concept. Repetition in songs supports and enhances emergent literacy by offering children an opportunity to read higher-leveled text and to read with the music over and over again in a meaningful context. Print put to music also allows children to build on past experiences, which in turn invites them to participate in reading and singing at the same time. Using Over the River and Through the Woods (Child,1996) for instruction affords first grade students the familiarity necessary to read a higher leveled text based on past experiences. Furthermore, teachers using repetitive text can easily model and exaggerate the repetition, rhyme, and rhythm of story, thereby encouraging the children to join in.A childs initial introduction to patterned text often first occurs in songs, chants, and rhymes that are repeated over and over again throughout childhood. Once children become familiar with this patterning, they are excited and able to participate in shared reading, writing and other oral language experiences. Concepts about print become more meaningful, and conventions of print are learned in context. Additionally, substitutions in songs, chants or poems can provide for real language experience opportunities. When emergent readers see printed words in the text again and again, they come to identify those words and phrases by their similarities and configurations. Emergent readers who learn Five Little Monkeys Jumping on the Bed (Christelow. 1989), for instance, can quickly spot the quotations marks and capital letters in the doctors statement, No more monkeys jumping on the bed! (Jalongo & Ribblett, 1997). The effects of music on the emotions are commonly known. However the effects of music on the brain and thinking are demonstrable. Research has shown that during an electroencephalogram (EEG), music can change brain waves and make the brain more receptive to learning. Music connects the functions of the right and left hemispheres of the brain so that they work together and make learning quick and easy. Brain function is increased when listening to music and studies have shown that music promotes more complex thinking. It can make connections between emotions, thinking and learning (Davies, 2000).Howard Gardners research on Multiple Intelligences supports this idea. He describes how people demonstrate different skills and talents while trying to learn. Therefore, classrooms must provide different approaches to meet an individual students areas of strength in order to be the most successful. For example, Gardners Musical-Rhythmic learners are sensitive to nonverbal sounds and are very much aware of tone, pitch and timbre. Using rhythm, chanting, and songs with these students can increase their attention and interest while motivating them to learn (Gardner, 1985.)Advertisers and filmmakers realize and utilize the power of music to evoke emotions and get our attention. Educators need to learn from this multi-million dollar industry and use music to our advantage to help children to learn (Davies, 2000). Good first teaching is based on using what children already know, and the influence of music on learning is clear. Therefore it seems that teachers should be motivated to incorporate music, rhymes, chants, rhythm, and songs in the classroom. If music can set the stage for learning, increase a childs interest, and activate a students thinking, what are we waiting for?Music gives a soul to the universe, Wings to the mind, Flight to the imagination. And life to everything. -PlatoReferencesBecker, J. (1973). Seven Little Rabbits. New York: Scholastic. Bonne, R. (1961). I Know An Old Lady. New York: Scholastic. Buchoff, R. (1994). Joyful Voices: Facilitating Language Growth Through the Rhythmic Response to Chants. Young Children, 26-29. Buchoff, R. (1995). Jump Rope Rhymes. in the Classroom? Childhood Education,149-151. Canover, C. (1976). Six Little Ducks. New York: Scholastic. Carle, E. (.1991). Today is Monday. New York: Scholastic. Child, L. (1996). Over the River and Through the Wood. New York: Scholastic. Chong, S. & Gan, L. (1997). The Sound of Music. Early Chil