There are certain times when you want music to bring you up out of your chair, get you skipping around the room, and change your feeling to one of complete energy. We surveyed our writers for their suggestions on the best classical music to workout to and their favourite go-to pieces for an energy push.
Nikolai Kapustin has been known for amalgamating the harmonic language of jazz music and classical music forms in his compositions. His Piano Concerto No. 4 has an immediately infectious vibe and foot-tapping rhythm. Within the first few bars, you will find yourself immersed in the jovial mood of the music and its rhythmical vitality. Whenever I feel tired or bored from my studies, I will recharge myself with this exuberant and invigorating piece of music!
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What would Christmas be without music? For many of us, music is an indelible part of our Christmas memories and traditions. The same has been true for many Christmas-loving classical composers throughout the ages, so it is no surprise that many of them wrote Christmas music of their own. In roughly chronological order from oldest to newest, here are 15 of the best pieces of classical music written for Christmastime. This list is full of both old favorites and rarities, and we hope it brings some classical cheer to your holidays.
In order to evaluate the effects of background music on different cognitive abilities, we used tests tapping processing speed and declarative memory. Our decision was driven by three main reasons. Firstly, processing speed is one of those abilities sensitive to the tempo and the mode of the music in those studies involving students (e.g., Schellenberg et al., 2007; Angel et al., 2010), thus it could represent a clear probe of the possible different effects of positive and negative background music in older adults. Second, the effect of background music on memory is rather controversial in the literature on young adults, with evidences of both beneficial effects (e.g., Ferreri et al., 2013) and detrimental effects (e.g., Moreno and Mayer, 2000; Miskovic et al., 2008). Hence, we intended to assess the impact of different types of background music on tests tapping what are nominally called episodic memory (free recall) and semantic memory (phonemic fluency). Third, both processing speed and memory are cognitive abilities mostly affected by aging (see Salthouse, 2004), thus it is of interest to assess whether background music may have a negative or positive effects on these tasks among older adults.
In the first session all participants completed, in order, (a) the informed consent form; (b) demographic questionnaire; (c) Vocabulary test; (d) CES-D. Subsequently, both in the first and in the second sessions, they performed, for each background conditions, the parallel versions of the three cognitive tests. In this way, participants performed the same tasks in the four different background conditions. For example, half of participants in the first session performed the cognitive tests listening first to Mozart then the no-music condition (or first listening to Mahler and to white noise secondly), and in the second session performed the cognitive tests listening first to Mahler and then to white noise (or first Mozart followed by the no-music condition). Instead, in the first session, the other half of participants performed the cognitive tests listening first to white noise and secondly to Mozart (or first listening to white noise and to Mahler secondly) and, in the second session, performed the cognitive tests first with no-music in the background and then listening to Mahler (or first the no-music condition followed by Mozart).
From the analysis of semantic memory, emerged a significant main effect of background condition, F(3, 192) = 9.70, MSE = 32.95, 2 = 0.13. Follow-up analyses revealed a significant advantage of the Mozart condition over no-music, t(64) = 3.02, and white noise, t(64) = 5.21. Performance in the Mahler condition was significantly higher than in the white noise condition, t(64) = 3.36. The Mahler condition neither differ significantly from the no-music condition, t(64) = 1.93, nor from the Mozart condition, t(64)= 2.07. Finally, there was not significant difference between the two control conditions, t(64) = 1.58. Overall, listening to classical music increased semantic memory performance compared to white noise and no-music. The overall pattern of the impact of the independent variable on semantic memory is comparable to the one obtained in the free recall task.
From the analysis of how music was evaluated as sad, a significant main effect of background condition emerged, F(2, 52) = 19.78, MSE = 5.95, 2 = 0.43. Follow-up analyses revealed that Mahler was rated as more sad than Mozart (MMozart = 1.41; MMahler = 5.41), t(26) = 7.61, but comparable to white noise condition (Mwhite noise = 4.44), t(26) = 1.27, Finally, the white noise condition was rated more sad than Mozart (MMozart = 1.41), t(26) = 4.42.
A further consideration may be made. If emotional experience comprises two dimensions, valence and intensity (e.g., Duffy, 1941), our data seem to suggest that the effects of music on memory are due primarily to the intensity of the emotions induced by music, rather than their specific valence. This purely post hoc speculation obviously requires empirical testing before being considered as a valid explanation of the background music effect.
Furthermore, it is relevant to notice that a context dependent learning effect (e.g., Smith, 1985) should not be considered as a valid explanation of the results obtained in the memory tasks for two reasons. Firstly, in the white noise condition, as well in the music conditions, some comparable background sound was presented during the study and test phase of the free recall task. Nevertheless, performance was significantly lower than in the classical background music conditions. Secondly, due to the nature of the semantic memory task, there were no distinctive study and retrieval phases. Despite this feature of the task, classical music in the background led to the highest performance.
It is important to note that our background music conditions did not involve information that could have directly competed with processing target information (e.g., the music was instrumental and it was not aversively loud), hence the lack of interference we observed. For instance, if cognitive tasks involve the same auditory channel (e.g., Moreno and Mayer, 2000) of the background music, the likelihood of interference should increase, in contrast to stimuli processed in separate channels.
In summary, the different patterns of results found for processing speed and memory seem to suggest that the influence of music is not homogeneous. The impact could depend on the kind of music background but also on features of the task and/or abilities involved. Future studies should better clarify this issue evaluating the impact of background music on cognitive abilities using different channels (e.g., visual vs. verbal) and possibly using tasks marked by increasing levels of complexity. Clearly the background music effect is in need of a valid theoretical explanation.
This study had two main strengths. First, it evaluated the impact of background music on the aging population. Second, it used a more thorough methodology than the one used in previous studies in this field (Thompson et al., 2005; Mammarella et al., 2007; Ferreri et al., 2014).
This study shows a direct correlation between tempo and motivation when listening to that music. Many other studies have shown that upbeat music with a strong beat truly can improve motivation, which is the first step in becoming more productive.
Without a doubt, the lack of music led to a decrease in productivity for these designers. Research has found the tempo of a piece of music to determine the moods evoked while listening. Slower pieces with a beat can feel relaxing, while faster music brings enthusiasm and energy.
The Listening Program is a scientifically designed music listening program that stimulates specific portions of the brain to help listeners achieve their goals in life. As Erin Matlock said, it can work for people with or without a diagnosis.
Rooted in the science of stimulating portions of the brain responsible for productivity, TLP Level One program combines an upbeat tempo and high frequencies to improve mood, motivation, and independence for people of all ages and abilities.
Elizabeth demonstrated this in her journey. As the music worked on rewiring her brain, making it easier for her to accomplish simple tasks, her confidence improved which encouraged her more independence.
Too often kids think that classical music is BORING, but you can change that! With a few creative activities and the ultimate playlist of kid-friendly classical music, your kids will be rocking out to Beethoven in no time!
Rather than be appalled by their lack of interest, I took their complaint as a challenge to show them how fun classical music could be. I wanted my kids to appreciate the classics, but I understand that some of the music is a hard sell to a toddler.
Once your child has imagined a story, try listening to the piece again and acting it out! Be the terrified explorers sneaking nervously through the dank corridors of a pitch-black cave. Then, as the music speeds up, act out the discovery of the giant bats and reenact your daring escape, dodging as the monsters swoop down on you.
In the remaining part of the introduction we will put the study into context by providing theoretical background related to creativity, the effects of music listening on cognition, and on mood and creativity.
In the current study, we aim to extend the sparse literature on the potential association of music listening for optimizing creative cognition. This project is unique, as it is the first to experimentally test whether listening to specific types of music, as compared to a silence control condition, facilitates creative cognition. Additionally, we structurally manipulate valence and arousal of the music, and we expose participants to the music excerpt while performing the creativity task and not before performing the creativity task. Importantly, creativity is measured by both divergent and convergent creativity tasks. Based on previous research, we hypothesize that positive and activating (i.e., happy) music facilitates divergent thinking. Due to scarce and inconsistent research findings, no specific hypotheses were formulated for the effect of calm, sad and anxious music on divergent thinking, as well as for the effect of music on convergent thought. 17dc91bb1f
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