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论文题目：The Mozart Effect and its function on the music education field
论文语种：英文
您的研究方向：音乐教育
是否有数据处理要求：否
您的国家：东欧
您的学校背景：普通大学
要求字数：2500
论文用途：本科课程论文
是否需要盲审（博士或硕士生有这个需要）：否
补充要求和说明：
The Mozart Effect and its function on the music education field
Preface：
The importance of Mozart Effect and its great relevance to the field of music
What is Mozart Effect? There is a definition: "Tapping the Power of Music to Heal the Body, Strengthen the Mind and Unlock the Creative Spirit". People usually get interested in easy ways to boost the IQs of themselves and their children, along with entrepreneurs whose apparent motivation centered on easy profits, eagerly embracing a recently released pop psychology book by Don Campbell called "Tapping the Power of Music to Heal the Body, Strengthen the Mind and Unlock the Creative Spirit"[1].
While the proposition that listening to Mozart's music increases I.Q. might actually have some merit, the benefits that Campbell promoted are overstated and generally unfounded[2]. Michael Linton, professor of Music Theory and Composition at Middle Tennessee State University wryly observed: "To make the name "Mozart Effect" famous, Campbell had even run a series of infomercials for his book and its accompanying compact discs and cassettes. In the great tradition of P. T. Barnum and the "Veg-O-Matic", Mozart has now hit the mainstream of American life."[2]
Indeed, the book, along with subsequent speaking engagements, CDs, tapes, and a well orchestrated media blitz, has created the impression that listening to the music of Mozart will magically "increases verbal, emotional and spatial intelligence, improves concentration and memory, enhances right-brain creative processes and strengthen intuitive thinking skills", as the promotion of one of the many Mozart Effect CDs promises[3].
With Campbell's book and the unfortunate mass of commercially motivated hyperbole, it has generated generally aim at unsophisticated audiences .There is important research that suggests that music does have a impact on cognitive ability.
Key words：Mozart Effect ;cognitive ability ;music school education
1. How to treat the “Mozart Effect” properly，and to make a new creativity in the music world.
2. The Mozart effect: Tracking the evolution of a scientific legend
3. How to make the school music education more effective is still a big problem to be solved
4. Creativity and imagination are the key to the music education
Conclusion
One can imagine that music education is quality education and that is not the oriented education can be achieved. For a long time, people thought that music has a broad impact on cognition. Many studies show that music on human linguistics learning, reading, math, and creative capabilities, etc. have a significant impact, even studies have found that the music in a certain extent, the effect of treatment of diseases, such as reducing the patient's blood pressure, reduce the symptoms of seizures in patients with epilepsy. In interpreting the music positive impact on human behavior, people tend to think that this is the music caused a positive emotional state and wake result that music affects people's physical activity, sparking a pleasant emotional experience, and these emotional experience in turn affects the individual in the performance of a range of cognitive activities. Rauscher et al for the music's positive impact on human behavior a bold research, that the music and the human cognitive abilities has a more direct relationship between.
Finally, we need to mention that, in the treatment of any kind of phenomenon, they should hold a calm, scientific, analytically approach, rather than the herd, blindly follow. This is harmful for both scientific research and life. In this paper, based on the analysis of the Mozart Effect study, we believe that, with regard to the impact of music on human cognition also need more research, especially the music affect cognitive mechanisms more research value.
Reference：
[1] Tan Jiangmei 2007. "Mozart effect" and "effect" limitations - Also on the value of music education for children. Education Journal:pp.40-41.
[2]Waterhouse L 2006. Multiple intelligences, the Mozart effect, and emotional intelligence: a critical review.—Educational Psychologist. UK: pp.214-216.
[3] Han Tian Tian 2010. Still true colors of music education for children.—Preschool education research.London: pp. 36-41.
[4] Steele K M 2003. Do rats show a Mozart effect?. —Music Preception. London: pp. 251-265.
[5] High vanadium 2007. Listening to music become smarter? "Mozart effect" has been questioned.—Xinhua Daily Telegraph.
[6] Forde Thompson W, Glenn Schellenberg E 2002. Effects of musical tempo and mode on arousal, mood, and spatial abilities. —Music Perception.UK:151-171.
[7] Swerving, HUAZHONG from tools to Value: Psychology Research Methods re-evaluation. —Gannan Teachers College.
[8]Cultural Understanding: Rethinking Music Teacher Education in a Multicultural.
[9] Liu Honbo 2005.Multiple Intelligences and Teacher. Shanghai: Shanghai Education Press.
[10] Zhou Changzhong1983. Creation of Psychology. —China Youth Publishing House Beijing.
[11] Shi Xusheng 2001.Kinetic theory of artistic creation. —Radio and television series China Radio and Television Arts Publishing House. Beijing: pp.21-22.
[12] Shen Jianjun1987. Music and intelligence. —Wuhan Huazhong Institute of Technology Press.Wuhan: pp.6-8.
[13] Shine Jorge .Music Education for the future - for the life of promoting music.
[14] Yu Runyang 2000. Introduction to the Philosophy of Modern Western Music. — Hunan Education Press.
摘自 http://www.ukassignment.org/xieassignment
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