This is such an excellent field of research for young students to review, explore and disseminate. I know especially from my experience at Johns Hopkins, that so many of these brilliant scientists also have musical talents, were unafraid to dance, stood and looked at artworks, and were open minded to the powers of music and “arts”. I rarely met a scientist who was not interested in my work in Prescription iPods (prescriptive playlists) and scientifically demystifying the medicinal powers of music to change/sustain our physiology and engage specific neural networks. Scientists really want to know how and why music specifically changes us “emotionally” (is the general descriptive scientists often use…). So,let’s first observe, describe (and hopefully define) “emotional” from the perspective and viewpoint of scientists. We then do the same with non-scientists. We then compare these responses. A good research question begins with observation, gathering, initial data, then going to the whiteboard to map out a plan. We then find our measures , develop our protocols, make our timeline, go to IRB as necessary, then get to work. Yes, music and movement and visual input and singing all change us emotionally, cognitively, behaviorally, and physiology is pretty much the main triangulation in the middle. Understanding physiology, is the key to defining the formulas for prescriptive value. Knowledge is power. When young people realize the science behind growth through the Arts, they will hopefully seek out these powers.
I study music as prescriptive medicine. A composer, such as Johann Sebastian Bach spins out musical lines as only this timeless genius can do. As we listen and let ourselves transport through his music, we also can spin out complex ideas, patient lines of thinking, and follow through with our observations. This is my experience from hundreds of hours listening and performing his music. Is this reproducible in younger cohorts?
There’s just such a wonderful world of discovery in the progressive, medical level powers of music, movement, visual, art, combined, therapies, active and passive participation that lie ahead for us all to better understand, implement, enjoy and transform through.
Arts improve academic performance. 🖌️ 🎓 ✅
🎓 Did you know, students engaged in arts learning have higher GPAs, standardized test scores, and college-going rates as well as lower drop-out rates? 🎭 🎨
⭐ In Washington, D.C., DC Arts and Humanities Education Collaborative supports DC public and public charter schools by creating equitable opportunities for arts and humanities engagement in classrooms, and by addressing access barriers such as transportation needs and programmatic costs.
With help from their members, cultural institutions, professionals, and artists, they foster a rich community focused on collective impact and uplifting the entire DC arts and humanities community.
Learn more here: https://bit.ly/3QdaUBR
#Support4Arts #NAHM
