Dreams – what are they and why do they happen?

Photo by Johannes Plenio on Unsplash

Sofia, Year 9, discusses what dreams are and why they happen.

When you think of the word “dream”, many questions may pop into your head such as ‘what do they mean?’ and ‘what are they for?’ and perhaps ‘can they predict my future?’ I guess the best way to describe a dream is a story or sequence of images your mind creates while you are asleep. Except of course there is a lot more to it…

The history of dreams

It is thought that people in the third millennia in Mesopotamia were the first to record their dreams on wax or clay tablets and over 1000 years later Egyptians made themselves dream books, which also listed their potential meanings. Priests would be the ones to interpret these since they were written in hieroglyphics. Interpreters were looked up to, as they were blessed with this divine gift.

Interestingly, in the Greek and Roman era, dreams were interpreted in a religious context, thinking gods or even those from the dead were sending them direct messages. They believed dreams forewarned and they even built special shrines where those who sought a message would go to sleep.

In China, dreaming was also seen as a place where your spirit and soul left your body and went to a different world while asleep. If you were awoken, your soul may fail to return to your body. In the Middle Ages, dreams were considered to be the devil’s dirty work and fill the humans’ minds with malicious thoughts while at their most vulnerable state.

Above: Photo by Andrew Neel, Unsplash

The psychology behind dreams

Dreams can sometimes be exciting, terrifying, boring and just plain random, and although it may not feel like it, we have multiple dreams in one night that actually only last approximately 15 minutes. It’s hypothesized that everyone dreams, even though people who don’t remember their dreams may think they don’t dream[1]. Within 5 minutes of waking up, you usually forget 50% and by 10 minutes almost 90% is gone[2].

Dreams typically involve elements from life such as known people or familiar locations. And yes, it has been proven that your brain is incapable of “creating a new face”. They can also allow people to act out certain scenarios that wouldn’t happen in real life and make you feel incredibly emotional if it is vivid enough. In 1899, Sigmund Freud wrote a study “Interpretation of Dreams” which has been controversial among other experts. He states that we only dream to fulfil wishes, but many have disagreed. The Continual Activation Theory explains that we dream to keep our brains working and to consolidate memories, so that when data is needed from memory storage, we have it, but it’s just expressed in a different way while we dream. It is also suggested that we dream to rehearse and practise. Have you ever had a nightmare of being chased by a bear or even a criminal? These have been proven to be very common and challenge your instincts in case you ever do come across a dangerous situation in your life.

 What does science have to say?

The scientific study of dreams is called oneirology (derived from Greek word ‘oneiron’) Dreams mainly occur in the REM (rapid eye movement) stage of sleep when brain activity is high and feels similar to being awake; it occurs within the first 90 minutes of falling asleep. During this stage, the pons in the brain shut off signals to the spinal cord causing you to be immobile while sleeping. When the pons doesn’t shut down the spinal cord’s signals, people will act out their dreams which of course could be dangerous, perhaps if you run into a wall or fall down a staircase.

Above: Brain illustration by pickpik.com

This is known as REM sleep behaviour disorder, which is rarer than sleepwalking. Even though we are immobile, the brain is very active, and you could still move and accidentally hit your sister in the face thinking you’re in a netball match. The blue represents inactive parts in the brain during REM in the image shown. Linking back to a previous point, an additional reason we may dream is to forget. This may sound confusing, but our brain creates thousands of connections by everything we think and do. A neurobiological theory known as Reverse Learning told us that during REM sleep cycles, the neocortex reviews the connections and ignores unnecessary ones, preventing your brain from being overrun with useless connections.

Even if we never know the real reason why dreams happen or whether they have any significance, it is possible that we will eventually one day find out due to developing technology. However, they may always remain somewhat a mystery to us, but hopefully, the next time you go to bed, you’ll maybe consider the complex aspects of science behind them.


References 

[1] https://www.discovermagazine.com/mind/does-everyone-dream

[2] https://www.manifatturafalomo.com/blog/sleep-tips/15-incredible-facts-about-sleep/

 

Friday Gem #5 – Hexagon Links Revision

Book

John Parsons saw Nicola use this revision activity in a Year 11 Geography lesson last term. She borrowed the idea from Hannah. John said it was an “absolutely brilliant activity to help girls explore and remember links between concepts as they returned to a topic studied a year ago.” I love this activity – it feels like a more purposeful version of the quiz show game ‘Only Connect’ and it can be used across many subjects.

What is it?

  • There are key terms in each hexagon which are joined using a letter from the alphabet.
  • Students work by themselves or in pairs to suggest a link between the two key terms based on knowledge acquired previously in the course.
  • The key differentiator is to push students to really justify the link, perhaps using named examples etc.
  • The teacher then uses Q&A to further extend their ideas when sharing as a class at the end.

This is effective because…

  • By connecting ideas, students are building schema in their long term memory. Schema are like networks which organise interrelated concepts in an efficient and powerful way. When we need to use ideas from our long term memory, recalling schema allows us to be more flexible with the limited space in our working memory.
  • This task encourages pupils to understand a concept in multiple ways. Mentally tying together information/ideas is called ‘elaboration’. This is proven to enhance transfer into long term memory.
  • It requires pupils to pithily articulate their thoughts and to justify themselves, building confidence in their knowledge and understanding.
  • It’s fun and game-like!
  • For more information on building long term memory, click here: http://theelearningcoach.com/learning/long-term-memory-and-learning/

The proof behind one of the most famous theorems in mathematics

Vishaali, Year 10, looks behind the proof of one of the most famous mathematical theorems – that of Pythagoras’ theorem.

 

What is the difference between a theorem and a theory?

A theorem is a mathematical statement that has been proven on the basis of previously established statements. For example, Pythagoras’ theorem uses previously established statements such as all the sides of a square are equal, or that all angles in a square are 90°. The proof of a theorem is often interpreted as justification of the statement that the theorem makes.

On the other hand, a theory is more of an abstract, generalised way of thinking and is not based on absolute facts. Examples of theories include the theory of relativity, theory of evolution and the quantum theory. Take the theory of evolution; this is about the process by which organisms change over time as a result of heritable behavioural or physical traits. This is based on undeniable true facts, but more from experience and from an abstract way of thinking.

It is also important not to confuse mathematical theorems with scientific laws as they are scientific statements based on repeated experiments or observations.

The proof behind Pythagoras’ theorem

You have probably all heard of Pythagoras’ theorem, one of the simplest theorems there is in mathematics, that is relatively easy to remember. Given that it’s so easy to remember and to learn, wouldn’t it be an added bonus to know exactly how this theorem came to be?

The theorem, a²+b²=c², relates the sides of any right-angled triangle enabling you to find the lengths of any side, given you have the lengths of the other two.

This whole theorem is based on a triangle like this:

These four right-angled triangles are exactly the same just rotated slightly differently to create this shape:

Two shapes have been made by putting these triangles in this order. A big square on the outside, and another slightly smaller square in the middle. As all these triangles are the exact same you can label them A, B and C.

You can tell from the labels the triangles have been given, that the bigger square would have the sides (a+b), and the smaller triangle in the middle will have sides of c. Therefore we know the area of the smaller square is c² :

Using the exact same four triangles, we can rotate and translate them to create a slightly different shape:

Now two more squares have been added to this shape. We can call them  a² and b².

Thinking back to the shape we made before, we can also see that the length of this shape is also (a+b). As we know we used the same four right-angled triangles for the shape before and now, we can infer that the two squares  a² and b² are exactly the same as the square from the first shape, c². Hence we get Pythagoras’ theorem, a²+b²=c²:


References:

https://www.livescience.com/474-controversy-evolution-works.html
https://www.askdifference.com/theorem-vs-theory/

How does Computer Science equip us for life?

Mr Ian Richardson, Head of Computer Science at WHS, examines the broader transferrable skills that pupils can develop in the subject, and how these can help pupils to prosper in life away from the screen.

Computer Science is a unique subject which is developing at an incredibly rapid pace. In many conversations with parents, it seems that everyone grasps the importance of understanding how computers work and of being able to bend them to our will. However, since the change from the Information and Communication Technology syllabi, a number of parents and colleagues are still unsure as to what it is we, as Computer Scientists, do in our classrooms.

The simple principle is that our pupils should be able to sit down at a computer and be presented with a problem. They should be able to start from nothing but a blank page and then design, implement, test and evaluate a program which solves that problem. The scale of the challenge is significant, whether at A Level or Year 7. The little victories and celebrations along the way are what get students into coding and make teaching the subject so enjoyable. In this article, I am going to look at what I think are the key transferrable skills for the subject.

Coding
Above: From Gov.uk

The Essential “Tools” for Computing

The curriculum for the subject is designed to promote thinking skills and metacognition. The first key skill with which pupils become acquainted is abstraction. A simple everyday example of abstraction at work is the map of the London Underground; the map does not depict the geographical placement of stations, but simply the connections between them. Abstraction is the skill of seeing the woods, despite the many trees that could obscure the view. By teaching our pupils the skill of abstraction, we can teach them to think beyond the details of a problem and to think about the patterns and the connections which in turn teaches them to make generalisations to help solve a problem.

Next comes decomposition; breaking a large problem down into increasingly smaller sub-problems until they can be solved easily. It is instinctive for most pupils, when presented with a problem, to worry about the entirety of it. It takes practice to learn to develop a structure, to work out the key parts of a solution and to build from there. Students learn to “Divide and Conquer” for success and this approach can help students to solve problems in any future learning tasks which require design skills.

Finally comes the programming itself. It can seem that there are simply huge numbers of confusing commands to learn within programming. However, it is the structure of the program which is of the greatest importance and in this respect there are relatively few things to learn. As a student continues, they may become familiar with subroutines, classes and modules but on the whole, it boils down to sequence, selection, iteration. Individual commands and keywords can be looked up in reference books, but the skill of structuring program takes time and practice to develop. It takes time to master (think Anders Ericsson and 10,000 hours) but encourages pupils to approach problems methodically.

As well as those all-important subject skills, Computer Science has the capacity to help us grow and develop as individuals.

Failure as a Stepping Stone to Success

Coding is a discipline which gives us unparalleled opportunities to conquer our fear of failure. It is often estimated that the industry average for errors is “about 15 – 50 errors per 1000 lines of delivered code.”[1]. It can be daunting to receive error messages when you first start to learn to program and it seems like you struggle to type a single line without making a mistake. Over time, pupils can learn to:

1 – Accept that they have made a mistake

2 – Accept that they have the capacity to put it right

3 – Analyse their own work to find the error (often as simple as a missing parenthesis or extra space)

Exposure to lots of low-stakes risk-bearing situations through programming and debugging can teach resilience, independence and curiosity. It also helps to develop patience and a sense of humour can go a long way too.

Creativity and Curiosity

Computing can be easily overlooked when thinking about creative subjects. Computer programmers use the tools at their disposal to solve challenges every day. Successful computing students learn to master the simple techniques at their disposal and begin to apply them in new scenarios. Over time, they start to think up their own projects and to investigate their own ideas. Perhaps they start to see ways in which a project in another subject might be enhanced with some automation.

Flow

Programming can become an all-encompassing activity. There is always one more bug to fix, or one further improvement to make. Along the way, there are also small moments of joy and times when a pupil can make a computer do something fun or exciting. Between the two extremes of frustration and celebration, it is easy to lose track of time. The ability to focus on details and to deliver with precision are yet more useful skills that pupils can develop through the subject.

Independence

Whilst the theory aspects of the subject can be taught in a more traditional manner, the practical elements of Computer Science have to be learned rather than taught. Whilst individual students require more or less scaffolding to come to an answer, the PRIMM model for teaching (Predict, Run, Investigate, Modify, Make)[2] encourages independence of thought and a structured approach to tasks and trains the student to analyse and learn from what is presented to them, rather than expecting a teacher to impart knowledge.

Evaluative Thinking

One of the key skills that pupils are taught in computing is to evaluate. It is one thing to know how to understand or to build a program, but quite another to be able to compare two different algorithms for completing the same task.

Pupils are taught to look at algorithms such as “Bubble Sort” and “Quicksort”, to understand the differences between them and to make judgements as to which is best in a given situation. As they continue to study, they learn formal language for explaining the comparisons, as well as how to spot patterns in code that may lead to inefficiency.

In addition, given the impact of algorithms on everything from advertising to politics via driverless cars, it is also crucial for students to be able to articulate the ethical arguments for and against the use of technology. Students of the subject learn to understand the potential and the limitations of computers and have the potential to lead the debate in the future.

Conclusion

There is more to studying Computer Science than people first think. Students can equip themselves with a whole host of transferrable skills ranging from abstraction to patience, all of which will positively impact their school studies, their further education and beyond. To assume that Computer Science is simply about computers would be wrong.


REFERENCES

[1] S. McConnell, Code Complete: A Practical Handbook of Software Construction, Microsoft Press, 2nd Edition June 2004, p521

[2] S. Sentence, J.Waite and M.Kallia, Teachers’ Experiences of using PRIMM to Teach Programming in School (Author Pre-Print),[website], January 2019, https://primming.files.wordpress.com/2019/01/pre_print_teachers__experiences_of_using_primm_to_teach_programming_in_school.pdf,  (accessed 31 January 2020)

Gender Discrimination in Sports

Martha, Year 8, discusses gender discrimination in sports and outlines recent developments that have helped to move the industry towards greater equality.

What is the issue?

Gender discrimination in sports has long been a controversial topic due to inequality regarding wage, audience viewing numbers, and the overall range of opportunities that exists between men and women in the arena of competitive sports. Gender discrimination is still an issue in the 21st century; more people still will watch men’s football than women’s, and women’s football is rarely discussed in the media.

Above: Sport vector created by macrovector 

Why do people consider women’s sports as less deserving than men’s?

Many people think that if there was to be more media coverage or sponsorship of women’s sport it would be more popular with audiences. The media says that if women’s sport generated more interest in the first place then they would invest more time and money into it.

Most people agree on what it takes to make a sport successful: commercial appeal, interest from the general public, and media coverage. The fact is that sponsors are less likely to promote teams or individuals who don’t have lots of media exposure, and not many women in sports do. The Women’s Sport and Fitness Foundation found that in 2013, women’s sports received only 7% of coverage and a shocking 0.4% of commercial sponsorships[1].

This is a vicious circle, as viewers want to watch sports at the highest professional standard, and sponsors want to be associated with the best athletes. Because of the lack of sponsorship many female athletes, even those who represent their countries, have to fit training around employment. Many male athletes, however, would have their sport as their profession and as such would not need to divide their training regime with other work. Women who are paid usually earn less than their male colleagues; the Professional Golfers’ Association, for example, offers 256 million dollars in prize money; the women’s association offers only 50 million[2]. This inequality also happens in pay for coaches of women’s teams compared to male teams.

What is happening now?

Things are changing, and there is energy behind equality for the industry. The English women’s cricket team became professional in 2014, signing a two-year sponsorship deal with Kia after winning many Ashes contests. The Wimbledon Championships started awarding women the same amount of prize money as men in 2007[3]. Most importantly, the opinions of sports fans seem to be changing: 61% of fans surveyed by the Women’s Sport and Fitness Foundation said they believed top sportswomen were just as skilful as their male equivalents and over half said women’s sport was just as exciting to watch[4].

The road to equality is not an easy one, and there are many different aspects to achieving this; pay, opportunity and recognition. Lots have been done in more recent years to address aspects like equal pay, but there is still more to do to gain full equality. When the Women’s World Cup has as much excitement, sponsorship and audience engagement as the Men’s World Cup, then we are nearer to having achieved equality in sport.


References

[1] https://www.womeninsport.org/wp-content/uploads/2015/04/Womens-Sport-Say-Yes-to-Success.pdf

[2] https://www.telegraph.co.uk/golf/2018/12/17/top-ten-women-golfers-earn-80-per-cent-less-men/

[3] https://www.cnbc.com/2019/09/11/despite-equal-grand-slam-tournement-prizes-tennis-still-has-a-pay-gap.html

[4] https://www.economist.com/the-economist-explains/2014/07/27/why-professional-womens-sport-is-less-popular-than-mens

 

Friday Gem #4 – ‘Do Now’ Starter

This idea comes from Nazlee, who shared it with the assessment and work scrutiny working party this week. It’s a quick but powerful way to start a double lesson with some low stakes retrieval of prior learning in order to strengthen long term memory.

 

What is it?

  • At the start of a double, put on the board three to four short questions/activities.
  • They should require pupils to recall prior learning from last lesson, last week, last term and last year.
  • They questions should be quick to complete and quick for the teacher to check in class.
  • This should take no more than 10mins in total.

 

This is effective because…

  • Interleaving and spaced retrieval practice are both proven to strengthen long term memory. Increasing storage strength is really important for our bigger, linear GCSEs and A Levels. Here are two great articles from the ‘Learning Scientists’:
  • Studies show that low stakes testing deepens learning: assessment as learning.
  • Routine knowledge recall produces better organisation of knowledge/concepts for pupils. Powerful schema are built in the pupil’s memory.
  • Immediate feedback allows teacher to quickly put right any misunderstandings (shown to be important in consolidating learning) and it identifies gaps in understanding to be addressed.

Examples from Nazlee (Maths) and Mary (Chemistry):

Maths Year 7:

 

 

 

 

 

Maths A Level:

 

 

 

 

 

Year 11 Chemistry:

Do table top role playing games have a place in the classroom?

Mr Rob Dunn, Head of Physics at Wimbledon High School, known to some as Fyro, the half-Orc Bard, discusses the place that table-top RPGs (role-playing games) might have in schools generally and in supporting learning in the classroom.

I am proud to say, I’m a nerd. In the past, that term was defined as someone who loves ‘uncool’ things such as Physics, Maths, Computers, and of course Dungeons and Dragons. But now, thanks in part to the popularity of The Big Bang Theory, The Witcher, and Stranger Things, the nerd has become cool, and along with them, everything that they were associated with.

As educators, it can often seem that we are competing for the attention of our students with the influences of pop-culture, so when pop-culture directs their attention to us it would be missed opportunity not to capitalise on it.

Dice
Above: A d20, the most commonly used die in table-top role-playing via Wikimedia. 

For those readers who are unfamiliar with how table-top role-playing games (RPGs) work, they are simply a structure and set of rules that allow players a space to live in a shared imagination. This shared imaginary world is curated by one player known as the ‘Game Master’ or GM. For beginners, this world usually based on published source material, such as the ever-popular Forgotten Realms of Wizard of the Coast’s Dungeons and Dragons. However, once the basics of gameplay have been grasped the only limit is your imagination, or perhaps a handful of dice that seem determined to kill you!

You play all sat around a table together with the GM at the head. You’ll debate with your fellow adventurers over who needs to do what next to solve the seemingly endless torrent of problems that are being thrown at you, you’ll be running a constant string of probabilities through your head as you try to decide if the chance is glory is worth the risk of another throw of the dice, you’ll socialise with your friends, and above all, you’ll share in the telling of a story that is unique to you and your group.

Playing RPGs develops a player’s imagination, creativity, storytelling, confidence, and the depth of social interactions. These are all skills that as a teacher I long for my students to show in the classroom, regardless of the curriculum I am trying to teach. In Physics particularly being able to think outside the box to solve a tricky exam question is often the difference between an A and A*, so if we can teach just a little of that in an activity that the students voluntarily commit to, then to me that is a ‘critical hit!’

Above: Nikolai Telsa in his laboratory in 1899

Other topics we teach in Physics can be very abstract and difficult for some students to engage with. Perhaps if we could immerse the students 1880s New York and the electrifying battle between Nikola Tesla and Thomas Edison, we might make the often opaque world of transformers a little less mystifying.

I wonder if this might work in other subjects as well. An English department might base a game in the world of the text they are studying, or a history lesson might take the students through the dizzying streets of medieval London. In Politics, students might develop their own systems of government for the world in which they’re playing, while the geographers draw topologically accurate maps that they can use in games that display the different land and rock formations they have studied. In Music, the composer Nobuo Uematsu, who wrote the music for the Final Fantasy game series, is a set composer at A Level, enabling pupils to study the link between music and gaming.

At Wimbledon High School we have a growing extracurricular Dungeon’s and Dragons club with 3 different campaigns in play, some written and run by the students themselves, and one even counting teachers among the party of adventures. We have a great time playing each Friday lunchtime, and as I head to afternoon lessons I can’t help but wonder if a little bit of that style of fun and social learning can find a place in my next lesson.

So I’m calling on teachers everywhere, join me at the table and let’s ‘roll initiative’.

Friday Gem #3 – The power of Océane

This idea comes from Richard Bristow, who turned to Océane for support in navigating the depth and breadth of academic literature about ‘why arts should feature in STEAM’. She is a powerful researcher and was ready to use her expertise to help.

How did Océane help?

Richard said “Océane was brilliant in helping me to navigate this area, giving titles from our own library as well as sorting through online resources. She directed me to really interesting research from Universities concerned with this question, meaning I could focus my initial thinking before going off on separate tangents. The big problem I have when using an online resource like JStor is that I get easily distracted – there’s always another really interesting article to read – and before I know it a double free has gone and I’m no closer to answering my original question! By giving me targeted resources I’ve been able to format an answer to my initial problem and then go on to look at secondary materials.

I’ve since asked her to do the same for my Year 10 and 12 pupils on targeted research for the Baroque Period and French Art Music by Messiaen; she has produced beautiful and informative worksheets for me to use with my pupils helping us to have focused research. Thank you Océane!”

Think about how the brilliant Océane could help you. Once you’ve tapped into her expertise for the first time, she will no doubt become indispensable to you.

“Vaulting the mere blue air that separates us”: History and connection

Ms Holly Beckwith, acting Head of History at WHS, looks at how history can connect past, present and future.

A true heroine left the world when Toni Morrison died last August. At university, I devoured her novels and vividly remember reading The Bluest Eye, Jazz and Beloved. They connected me to another experience and a different way of viewing the world. They enabled me to see the pain and disruptive effect of trauma on consciousness and identity and feel a deep sense of empathy for fictional characters and an understanding of their experiences that I had not and could never have. In her novels, we vault “the mere blue air that separates us” effortlessly.

History is all about vaulting the mere blue air. Through studying the stories of the past, we vault the mere blue air of time and circumstance to access another, often unfamiliar and distant, experience. We connect to the human stories of the places we live and the places we travel. One of the reasons for studying the past is to render the unfamiliar, familiar, whilst simultaneously understanding the distinct otherness of the past.

What I loved about reading Toni Morrison’s novels is the powerful way she set about disrupting what we think of as familiar. In Beloved, she confronts ‘national amnesia’ on the subject of slavery in America, invoking the genre of the slave narrative and disrupting it by bearing witness to the interior lives if the slave narrator, whose story was hitherto constrained and shaped by the Abolitionist cause. She disrupts the single hegemonic narrative, using the novel as a vessel through which to tell multiple stories. She urges us to seek new connections to the past but she also views the past as something that cannot be easily contained, its remnants multiply in memory and ‘rememory’ and ghosts.

As History teachers, one of our purposes should be to disrupt the familiar and received stories of the past that are propagated in the media and public discourse. One of my lesson mantras is that asking questions about the past is just as important as constructing answers to them. While the National Curriculum in England for History aims for pupils to “know and understand the history of these islands as a coherent, chronological narrative, from the earliest times to the present day” and a secure chronological grounding is important, it is fundamental that we don’t see the past as something that can be retold as a single story.

Such epistemological concerns have been part of the debate among History teachers for years, but there has been a drive more recently to render our curricula more diverse. While our current History curriculum provision at Wimbledon High engages with multiple and varied narratives of the past (by, for example, exploring connections along the Silk Road in Year 7 or using Said’s Orientalism to question our way in which Year 13 perceive colonial encounters) there is always room for us to rethink how we can do this in new and interesting ways. This will be particular for us over the next few terms and why we are aiming to build up a wider conversation surrounding diversity and curriculum planning when we host a conference at Wimbledon this summer for History teachers within the GDST and at our partnerships schools.

Our study of the past should vault the mere blue air and seek new connections.


References

Tracy K. Smith https://www.nytimes.com/2019/08/06/opinion/tracy-smith-toni-morrison.html

Toni Morrison The Origin of Others

 

Can music impact our health?

Sophie, Year 9, asks if and how music can impact our mental and physical health.

Music is everywhere. Wherever we go, no matter where, there will be some sort of tune or melody coming from someplace or another. Virtually all species, from the most primitive to the most modern, make music. In tune or not, our species sing and play, or clap and drum. Music is a cardinal aspect of our lives. The human brain and nervous system are programmed to distinguish music, rhythm and tones from noise and other sounds. Is this a biological accident, or does it serve a purpose? There might be no definite answer, but one could suggest from studies that music may enhance human health.

 

Music has always been a source of expressing people’s feelings, venting emotions and communicating with others, through words and notation. The soothing power of music is well-identified – it can have a big impact on our mental health. It can also have a strong link to our emotions, and, as a result, can be a brilliant form of stress relief. Listening to music can be relaxing for our mind and bodies, especially slow, quiet classical music. This type of music has a beneficial effect by slowing the pulse and heart rate, lowering blood pressure and decreasing the levels of stress hormones. For example, studies[1] show that listening to music with headphones has reduced stress and anxiety in hospital patients before and after surgery. Listening to music can also relieve depression and increase the self-esteem of elderly people.

Music can also absorb our attention and can get rid of any distractions. This means it can be a focus technique as it keeps our mind from wandering. However, music with no structure and no form can have a negative impact on our emotions and can be unsettling and irritating. This is why gentle music with a simple melody is also more comforting. Familiar melodies bring a sense of calmness, awareness and it can be more comforting. The sounds of nature often are incorporated into CDs specifically to target relaxation. The sound of water or leaves or birdsong can be soothing for some. It can help picture calming images and help our minds slow down.

As well as calming, and being a stress relief, music can be a source of happiness. It has the ability to make people of all ages feel cheerful and energetic and could even lift the mood of people with depressive illnesses. A recent study[2] announced that scores of depressive symptoms (extending from 0-60) improved on average 4.65 more with the music therapy than standard care alone. In 2006 a study of sixty adults with chronic pain found that music was able to reduce pain and depression[3]. In 2009 there was another study stating that music assisted relaxation can improve the quality of sleep in patients with sleeping disorders[4].

Some skilled composers manipulate our emotions by knowing what the listeners’ expectations are and controlling when the expectations may (or may not) be met. Composers also change their music to fit our emotions. They will use specific techniques to make us feel a certain way. These techniques could include; tempo (a fast tempo could provoke an energetic feeling, whilst a slow tempo might induce feelings of sadness or tiredness), tonality (major linked to positive and minor negative), dynamics (forte – loud – may portray bold or confident, whilst piano – quiet – could be more subtle).

Some of these factors may cause the listener to maybe start swaying side to side or tapping our feet or nodding our head. This is connected to the dopamine drug which is linked to the pleasure of music. Neuroimaging studies have proven that music can activate the brain areas typically associated with emotions. The deep brain structures that are part of the limbic system like the amygdala or hippocampus as well as the pathways that transmit dopamine (for pleasure associated with music listening). The relationship between listening to music and the dopaminergic pathway is what is behind the ‘chills’ that people claim to experience whilst listening to music[5]. These chills are physiological sensations, like hairs getting raised on your arms, goosebumps down your leg and ‘shivers down your spine’ that is linked to chills.

Whatever your musical preference, understanding that music has a significant impact on our mental and physical health is central to knowing more about the immense power this art has on us. As Napoleon once said, “music is what tells us the human race is greater than we realise.”

 


References

[1] https://www.bbc.co.uk/news/health-33865448

[2] https://www.nhs.uk/news/mental-health/music-therapy-helps-treat-depression/

[3] https://www.health.harvard.edu/staying-healthy/music-and-health

[4] https://www.researchgate.net/publication/24441233_Music-assisted_relaxation_to_improve_sleep_quality_Meta-analysis

[5] https://www.mentalfloss.com/article/51745/why-does-music-give-us-chills