音乐对大脑的影响
以下许多证据表明，幼儿早期接触音乐能长期受益。
●能在视觉空间推理能力测试中取得高分---一种在许多任务中都需要的技能(包括数学) 。
●大脑对音调的反应增强---大脑对音乐刺激反应的能力与开始接受音乐训练的年龄有直接关系。训练开始越早，对音乐的反应就越强。
我相信，音乐训练能培养幼儿的时空知觉，就如同数字、语言、颜色、形状和手势能构筑儿童的音乐知觉一样。”
------早期音乐教育专家乔伊斯·伊斯朗德·葛罗姆柯
●提高大脑左右半球之间的交流效率。幼儿时期就接受音乐训练的音乐家比常人拥有一个更大的胼胝体(一种连接左右半球的结构组织) 。
●提高阅读能力---积极地参与音乐活动(唱歌) 和接受早期音乐训练有助于婴幼儿调节区分语音的能力。这在语言获得和朗读训练中已被视为是一种必须的学习技能。
●提高婴幼儿大小肌肉的运动能力。
●提高婴幼儿的听力---接触过大量音乐的孩子能更好地在较长时间内集中注意力，而不影响别人。
事实证据
音乐与数学的关系
许多研究报告指出，音乐训练能带来正面效应，能培养婴幼儿的视觉空间感。虽然视觉空间感只是一种抽象的解决问题的技能，却对数学的理解至关重要。加州大学尔湾分校的艾米·格兰齐埃诺、马休·彼得森和戈登·肖最近发现音乐训练和数学能力之间有着直接的联系。他们让一群二年级学生分成三组分别上钢琴课、英语课或不上课，然后，从每组学生中抽取一定比例的测试对象给他们进行附加的视觉空间训练，内容是玩一种特别设计的电视游戏。
然后，就测试对象在解决数学问题能力方面进行研究。结果表明，在这些测试对象中，选择钢琴课学生的得分比选择英语课和不上课的学生的得分分别高出26.7%和154.5%。
音乐和语言相似，都是人的精神的体现。音乐家向人类传达了任何其它语言都无法表达的东西。”
------早期音乐教育先驱佐尔坦·科达伊
●增强大脑中触觉性处理区域的能力---孩童期就开始接受钢琴训练的音乐家的大脑控制手指触摸觉知的区域较大。
●增强对音乐形式的认识---根据早期音乐教育专家塞西莉亚·里德尔的观点，幼儿早期接触不同文化间丰富多彩的音乐形式可以使他们毕生热爱音乐。
显然，上述结论表明音乐具有强大的影响力，我们应该激励婴幼儿热情地投身于这个音乐殿堂，我们的目标是为他们创造一个绚丽多彩的音乐环境，就如同培养说、读、写能力所需的一个良好的语言环境一样。
音乐语言
语言和音乐作为两个以相同方式发展的平行系统，具有许多相同的特性。在出生后的第一年里，婴儿的牙牙学语和自发哼唱前兆是很难区分的。他们通过聆听、模仿看护人的非言语 父母亲的话
“斯凯拉非常喜欢这辆火柴盒大小的玩具校车。他吃饭、睡觉和洗澡时都车不离身。要是半夜里玩具车从手里掉了出去，他就会惊醒并哭喊起来。我们认为，他之所以这么喜欢它的唯一理由是因为他喜欢歌曲„车子的轮子‟，况且他还有一本同名的书。他不仅能唱这首歌，还能看着车子的图片，甚至还能拿着车。”
---斯凯拉的母亲莱斯利·威尔斯
●幼儿从家长说话中学习所指事物的名称；从家长跳舞时所播放的乐曲中理解、学习音
乐节奏。
●幼儿根据家长说话时用词前后音升高半音或拉长的方式学习句子的结构；根据乐曲音符前后音升半音或拖长的情况学习音乐的结构。
●幼儿通过倾听家长不同的语音语调，如“停止！”、“我爱你”来领会单词的意义；通过聆听歌曲不同的声调，如“老灰猫”、“转转木马”来理解乐曲旋律的含义。
事实证据
音乐和语言：不同但相似
为论证言语系统和音乐系统的相似性，美国哈特福特大学的约翰·M. 费尔拉本德、克拉克·桑德斯及其同事们进行了一系列研究，观察学龄前儿童对歌曲的记忆程度是如何随着旋律或歌词的改变而改变。研究人员给一群3-5岁的幼儿播放一组原创歌曲，然后，再重新播放一遍歌曲：同样的旋律，不同的歌词；或是不同的旋律，相同的歌词。结果，费尔拉本德和同事们发现，相对于歌词而言，受试幼儿对歌曲的记忆力更受到旋律的影响。但如果多放几遍歌曲，歌词和旋律之间的关系就显得密切起来---也就是说，幼儿在多次重复听歌曲后，旋律和歌词都能对歌曲的记忆最终起到相同的帮助作用。有鉴于此，研究人员开始假设，大脑的某一区域(被认为是左颞叶) 负责处理歌曲的旋律或节奏；而另一区域(被认为是右颞叶) 则负责处理歌曲的歌词。
“如果我能拥有音乐，我别无所求，因为音乐给予我无穷的力量和丰富的思想。有了音乐，生活不用付出艰辛的努力就会变得丰富多彩。”
提示，开始开口发声，就象语言学习那样逐渐理解音乐
莫扎特胎教音乐 订阅本知识点 查看所有知识点
索引
∙ ∙ ∙ ∙ ∙ ∙ 什么是莫扎特胎教音乐 专家解答
莫扎特胎教音乐 什么是莫扎特胎教音乐
莫扎特音乐对于宝宝的智力全面发展确实存在一种特殊的促进作用。科学家们称之为“莫扎特效应”。而聆听经专业人士制定编排过的古典音乐神童莫扎特的作品，更加能够在实际意义上提升宝宝的智力潜能。通过莫扎特音乐丰富的旋律变化以及明快的节奏组合，使宝宝的大脑各皮层活力增强，思维更加敏捷。
“莫扎特效应”可以说是当今西方报纸文献和广播媒体反复使用的一个术语，因为它涉及到父母教养、学校教育和音乐教学的方方面面。有些心理学家认为，这一术语改变了音乐教师传统的音乐教育思想，使他们更加关注儿童身心发展的广泛领域。
所谓“莫扎特效应”是指莫扎特的音乐可以作为胎教音乐，可以提高孩子智商，这是上个世纪九十年代初美国科学家的研究结论。这个结论称，当你听一首莫扎特的曲子之后，你的大脑活力将会增强，思维更敏捷，运动更有效，它甚至可缓解癫痫等神经障碍病人的病情。 其实这样笼统的论断是会误导人的。因为莫扎特的创作主题丰富、风格多样，他的音乐也有很多表现激越强烈的感情，或忧伤或狂热或悲壮，这样风格的音乐就算是天才之作也不适宜选作胎教音乐的。其实，只要是母亲喜欢的乐曲，古典音乐也好，爵士音乐也罢，对母子都会有好处。 莫扎特的胎教音乐
当宝宝还在腹中，不少妈妈就用听音乐的方法进行“胎教”。音乐有独特的魅力和明显促进智力发育的作用，它对孩子的健康成长也有很大的帮助。其中最富盛名的莫扎特音乐的确对宝宝的空间智能有帮助，原因大致是因为他的曲式均衡且对称，严谨的风格有一种格式美，而且有助于脑部的理性分析及认知的智能。 莫扎特胎教音乐的优势
胎教音乐已经风靡许多国家，其中莫扎特胎教音乐更是赢得了很多准妈妈的青睐，甚至产生了“莫扎特效应”，那么莫扎特的音乐有什么神奇之处呢?
因为胎教音乐原则上最好用节奏鲜明、速度适中或偏慢、旋律好听、力度变化不明显、
感情色彩不悔暗的曲子，而莫扎特大部分音乐都有以上特点，所以他的音乐最适合做胎教。
1、大脑喜欢听重复的旋律
莫扎特的音乐总是喜欢让某一个旋律多次重复出现，对胎儿来说，大脑还没有发育完全，重复的曲调可以帮助他们训练记忆力，也不会感觉到疲倦。
2、释放胎儿的α波
西方的研究认为，莫扎特胎教音乐可刺激大脑释出脑动力波，也就是俗称的α波。正常的脑动力波有4种，其中α波是脑部最活跃、思维最敏捷的波长。
3、曲调接近心跳频率
许多准妈妈都反映，听莫扎特的音乐时心情舒畅，节奏平缓，比较接近人的心跳频率，可以更好地刺激胎儿的听觉神经。
4、意境优美，便于发挥想象力
莫扎特胎教音乐速度适中，有些甚至偏慢，而且旋律好听，力度变化不明显，追求的是一种美好的意境，准妈妈们在听的时候，想象力可以迅速打开。 莫扎特胎教音乐的争议
我们经常能听到有人说：“莫扎特等音乐大师的古典音乐最适合胎教。”可是，至今我们并未找到能够证明这一说法的有力证据。而且，有科学家通过研究发现，即使是古典音乐以外的其他音乐，同样可以提高胎儿大脑的活力，特别是提高侧脑叶的活力。莫扎特的音乐和心脏跳动的声音对婴儿有特殊的好处，这一点并没有足够的证据。
首先，莫扎特效应的试验，根本就未在准妈妈或儿童身上进行过，不能得出音乐能提高儿童智商的结论。其次，在经过科学家研究过后，基本都是在泼冷水。
依然有很多父母认为听音乐会让孩子更聪明。人们相信存在莫扎特效应，并认为最初的研究也是针对婴儿的，这正因为婴儿是人们焦虑的中心——望子成龙、盼女成凤的典型表现。听还是不听，成为摆在面前的选择题。莫扎特或一切古典音乐，都未被证明有提高智商的魔力，但这不会妨碍人们喜欢去聆听，至少不会毒害你的身体，降低你的智商。 适合做胎教的莫扎特音乐
莫扎特胎教音乐系列是以莫扎特钢琴曲为蓝本的一系列胎教音乐，都是世界著名的钢琴曲，曲风柔和，优美、流畅，传神的诠释了音乐对下一代的唯美、温馨的关爱，属于神奇的、效果最明显的胎教音乐。孕妇听莫扎特的音乐，可以直接使胎儿感受到音乐的旋律，对胎儿的好处是多方面的，将使宝宝受益终身。
作为音乐史上最伟大的音乐家，莫扎特留下的很多音乐都比较适合作为胎教音乐，现推荐几首：
圣体颂《莫扎特效应》
第39号交响曲E 大调
双钢琴奏鸣曲D 大调
咏叹调
嬉游曲
第25号交响曲G 小调
竖笛5重奏
第23号钢琴协奏曲A 大调
第1号法国协奏曲D 大调
长笛四重奏 竖笛五重奏 费加罗的婚礼 第40号交响曲 第41号交响曲 莫扎特弦乐小夜曲 音乐影响行为
减轻痛苦
意大利的一名外科医生扎帕洛通过研究认为：巴赫的音乐能减轻消化不良，莫扎特的音乐能减少风湿关节疼痛，舒伯特的音乐能帮助失眠者入睡，亨德尔的音乐则能解除失恋以及其他感情上的痛苦。
降低食欲
音乐甚至能使人的体重下降。肥胖症治疗医生海姆斯博士所做的实验表明，进行某种“音乐饮食”疗法的人，体重每星期能下降两磅。这种疗法是在饭前播放几分钟使人兴奋的音乐。这使人体胃液分泌放慢，食欲受到抑制。另在两顿饭之间播放一些轻快的音乐，就能排除人在想吃甜食时的那种紧张和烦躁。
推动销售
音乐不仅能帮助出售商品，还能被用来制造某种幻觉。加拿大一公司生产出售一种围绕轨道跑动的小汽车玩具。为了吸引小顾客的兴趣，广告公司在电视广告中特意配了一段缓慢而有节奏的音乐。这样，在电视屏幕上出现的小汽车跑动速度就无形之中比真正的速度快了一倍。
改善认知
美国威斯康星大学的心理学家弗朗西斯·鲁斯切和她的同事们发现，听莫扎特的音乐可以改善人体的计算和空间感知能力。在听了莫扎特的音乐后，就连老鼠都能在迷宫游戏中得高分，但单纯的噪音和其他音乐家的音乐都无法达到这一奇效。
改变情绪
俄罗斯科学院高级神经活动与神经生理学研究所通过实验发现，音乐能影响人类大脑的活动。而古典音乐和摇滚乐对大脑活动的影响是不一样的，古典音乐使人变得更理性，摇滚乐则使人更容易激动。
音乐的功能 [编辑]
音乐是一种符号，声音符号，表达人的所思所想。是人们思想的载体之一。音乐是有目的的，是有内涵的，其中隐含了作者的生活体验，思想情怀。音乐从声波上分析它介于噪声和频率不变的纯音之间，从效果上讲它可以带给人美的享受和表达人的情感。
音乐是社会行为的一种形式，通过音乐人们可以互相交流情感和生活体验。这在歌曲中这种作用表现得最为突出。
Promoting Literacy Through Music
Laura Woodall and Brenda Ziembroski
The 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 student's 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 one's 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 ABC's 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 two's; 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 (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 child's 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 (Christelow. 1989), for instance, can quickly spot the quotations marks and capital letters in the doctor's 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 Gardner's 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 student's areas of strength in order to be the most successful. For example, Gardner's 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 child's interest, and activate a student's 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.
--Plato
References
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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). . New York: Scholastic.
Child, L. (1996). . New York: Scholastic.
Chong, S. & Gan, L. (1997). The Sound of Music. Early Child Development and Care, 323. Christelow, E. (1989). . New York: Trumpet.
Clay, M. (1993). . NH: Heinemann. Cunningham, P.M. & Allington, R.L. (1994). . New York: Harper Collins.
Davies, NL (2000). Learning ... The Beat Goes On. Childhood Education, 148-153.
Dunn, S. (I 990). Crackers and Crumbs: Chants for Whole Language. NH: Heinemann. Freschet, B. (1973). The Ants Go Marching. New York: Scribners.
Gardner, H. (1985). .
New York: Basic Books.
Glazer, T. (1990). The More We Get Together. Fort Worth, TX: Harcourt Brace, Jovanovich. Hennings, D. (1989). .
New Jersey: Houghton Mifflin.
Hill, S. (1993). Jump for Joy--More Raps and Rhymes. Australia: Eleanor Curtain Publishing. Hoberman, M. (1998). . New York: Scholastic.
Jalongo, M. & Ribblett, D. (1997). Using Song Picture Books to Support Emergent Literacy. Childhood Education 15-22.
Seeger, P. (1989). . New York: Scholastic,.
Wolf, J. (I 992). Using Song Picture Books to Support Emergent Literacy. Young Children, 56-61. Wright Group. (1992). Animal Fair. Hong Kong: Colorcraft.
Wright Group. (1992). Old MacDonald Had a Farm. Hong Kong: Colorcraft
音乐对大脑的影响
以下许多证据表明，幼儿早期接触音乐能长期受益。
●能在视觉空间推理能力测试中取得高分---一种在许多任务中都需要的技能(包括数学) 。
●大脑对音调的反应增强---大脑对音乐刺激反应的能力与开始接受音乐训练的年龄有直接关系。训练开始越早，对音乐的反应就越强。
我相信，音乐训练能培养幼儿的时空知觉，就如同数字、语言、颜色、形状和手势能构筑儿童的音乐知觉一样。”
------早期音乐教育专家乔伊斯·伊斯朗德·葛罗姆柯
●提高大脑左右半球之间的交流效率。幼儿时期就接受音乐训练的音乐家比常人拥有一个更大的胼胝体(一种连接左右半球的结构组织) 。
●提高阅读能力---积极地参与音乐活动(唱歌) 和接受早期音乐训练有助于婴幼儿调节区分语音的能力。这在语言获得和朗读训练中已被视为是一种必须的学习技能。
●提高婴幼儿大小肌肉的运动能力。
●提高婴幼儿的听力---接触过大量音乐的孩子能更好地在较长时间内集中注意力，而不影响别人。
事实证据
音乐与数学的关系
许多研究报告指出，音乐训练能带来正面效应，能培养婴幼儿的视觉空间感。虽然视觉空间感只是一种抽象的解决问题的技能，却对数学的理解至关重要。加州大学尔湾分校的艾米·格兰齐埃诺、马休·彼得森和戈登·肖最近发现音乐训练和数学能力之间有着直接的联系。他们让一群二年级学生分成三组分别上钢琴课、英语课或不上课，然后，从每组学生中抽取一定比例的测试对象给他们进行附加的视觉空间训练，内容是玩一种特别设计的电视游戏。
然后，就测试对象在解决数学问题能力方面进行研究。结果表明，在这些测试对象中，选择钢琴课学生的得分比选择英语课和不上课的学生的得分分别高出26.7%和154.5%。
音乐和语言相似，都是人的精神的体现。音乐家向人类传达了任何其它语言都无法表达的东西。”
------早期音乐教育先驱佐尔坦·科达伊
●增强大脑中触觉性处理区域的能力---孩童期就开始接受钢琴训练的音乐家的大脑控制手指触摸觉知的区域较大。
●增强对音乐形式的认识---根据早期音乐教育专家塞西莉亚·里德尔的观点，幼儿早期接触不同文化间丰富多彩的音乐形式可以使他们毕生热爱音乐。
显然，上述结论表明音乐具有强大的影响力，我们应该激励婴幼儿热情地投身于这个音乐殿堂，我们的目标是为他们创造一个绚丽多彩的音乐环境，就如同培养说、读、写能力所需的一个良好的语言环境一样。
音乐语言
语言和音乐作为两个以相同方式发展的平行系统，具有许多相同的特性。在出生后的第一年里，婴儿的牙牙学语和自发哼唱前兆是很难区分的。他们通过聆听、模仿看护人的非言语 父母亲的话
“斯凯拉非常喜欢这辆火柴盒大小的玩具校车。他吃饭、睡觉和洗澡时都车不离身。要是半夜里玩具车从手里掉了出去，他就会惊醒并哭喊起来。我们认为，他之所以这么喜欢它的唯一理由是因为他喜欢歌曲„车子的轮子‟，况且他还有一本同名的书。他不仅能唱这首歌，还能看着车子的图片，甚至还能拿着车。”
---斯凯拉的母亲莱斯利·威尔斯
●幼儿从家长说话中学习所指事物的名称；从家长跳舞时所播放的乐曲中理解、学习音
乐节奏。
●幼儿根据家长说话时用词前后音升高半音或拉长的方式学习句子的结构；根据乐曲音符前后音升半音或拖长的情况学习音乐的结构。
●幼儿通过倾听家长不同的语音语调，如“停止！”、“我爱你”来领会单词的意义；通过聆听歌曲不同的声调，如“老灰猫”、“转转木马”来理解乐曲旋律的含义。
事实证据
音乐和语言：不同但相似
为论证言语系统和音乐系统的相似性，美国哈特福特大学的约翰·M. 费尔拉本德、克拉克·桑德斯及其同事们进行了一系列研究，观察学龄前儿童对歌曲的记忆程度是如何随着旋律或歌词的改变而改变。研究人员给一群3-5岁的幼儿播放一组原创歌曲，然后，再重新播放一遍歌曲：同样的旋律，不同的歌词；或是不同的旋律，相同的歌词。结果，费尔拉本德和同事们发现，相对于歌词而言，受试幼儿对歌曲的记忆力更受到旋律的影响。但如果多放几遍歌曲，歌词和旋律之间的关系就显得密切起来---也就是说，幼儿在多次重复听歌曲后，旋律和歌词都能对歌曲的记忆最终起到相同的帮助作用。有鉴于此，研究人员开始假设，大脑的某一区域(被认为是左颞叶) 负责处理歌曲的旋律或节奏；而另一区域(被认为是右颞叶) 则负责处理歌曲的歌词。
“如果我能拥有音乐，我别无所求，因为音乐给予我无穷的力量和丰富的思想。有了音乐，生活不用付出艰辛的努力就会变得丰富多彩。”
提示，开始开口发声，就象语言学习那样逐渐理解音乐
莫扎特胎教音乐 订阅本知识点 查看所有知识点
索引
∙ ∙ ∙ ∙ ∙ ∙ 什么是莫扎特胎教音乐 专家解答
莫扎特胎教音乐 什么是莫扎特胎教音乐
莫扎特音乐对于宝宝的智力全面发展确实存在一种特殊的促进作用。科学家们称之为“莫扎特效应”。而聆听经专业人士制定编排过的古典音乐神童莫扎特的作品，更加能够在实际意义上提升宝宝的智力潜能。通过莫扎特音乐丰富的旋律变化以及明快的节奏组合，使宝宝的大脑各皮层活力增强，思维更加敏捷。
“莫扎特效应”可以说是当今西方报纸文献和广播媒体反复使用的一个术语，因为它涉及到父母教养、学校教育和音乐教学的方方面面。有些心理学家认为，这一术语改变了音乐教师传统的音乐教育思想，使他们更加关注儿童身心发展的广泛领域。
所谓“莫扎特效应”是指莫扎特的音乐可以作为胎教音乐，可以提高孩子智商，这是上个世纪九十年代初美国科学家的研究结论。这个结论称，当你听一首莫扎特的曲子之后，你的大脑活力将会增强，思维更敏捷，运动更有效，它甚至可缓解癫痫等神经障碍病人的病情。 其实这样笼统的论断是会误导人的。因为莫扎特的创作主题丰富、风格多样，他的音乐也有很多表现激越强烈的感情，或忧伤或狂热或悲壮，这样风格的音乐就算是天才之作也不适宜选作胎教音乐的。其实，只要是母亲喜欢的乐曲，古典音乐也好，爵士音乐也罢，对母子都会有好处。 莫扎特的胎教音乐
当宝宝还在腹中，不少妈妈就用听音乐的方法进行“胎教”。音乐有独特的魅力和明显促进智力发育的作用，它对孩子的健康成长也有很大的帮助。其中最富盛名的莫扎特音乐的确对宝宝的空间智能有帮助，原因大致是因为他的曲式均衡且对称，严谨的风格有一种格式美，而且有助于脑部的理性分析及认知的智能。 莫扎特胎教音乐的优势
胎教音乐已经风靡许多国家，其中莫扎特胎教音乐更是赢得了很多准妈妈的青睐，甚至产生了“莫扎特效应”，那么莫扎特的音乐有什么神奇之处呢?
因为胎教音乐原则上最好用节奏鲜明、速度适中或偏慢、旋律好听、力度变化不明显、
感情色彩不悔暗的曲子，而莫扎特大部分音乐都有以上特点，所以他的音乐最适合做胎教。
1、大脑喜欢听重复的旋律
莫扎特的音乐总是喜欢让某一个旋律多次重复出现，对胎儿来说，大脑还没有发育完全，重复的曲调可以帮助他们训练记忆力，也不会感觉到疲倦。
2、释放胎儿的α波
西方的研究认为，莫扎特胎教音乐可刺激大脑释出脑动力波，也就是俗称的α波。正常的脑动力波有4种，其中α波是脑部最活跃、思维最敏捷的波长。
3、曲调接近心跳频率
许多准妈妈都反映，听莫扎特的音乐时心情舒畅，节奏平缓，比较接近人的心跳频率，可以更好地刺激胎儿的听觉神经。
4、意境优美，便于发挥想象力
莫扎特胎教音乐速度适中，有些甚至偏慢，而且旋律好听，力度变化不明显，追求的是一种美好的意境，准妈妈们在听的时候，想象力可以迅速打开。 莫扎特胎教音乐的争议
我们经常能听到有人说：“莫扎特等音乐大师的古典音乐最适合胎教。”可是，至今我们并未找到能够证明这一说法的有力证据。而且，有科学家通过研究发现，即使是古典音乐以外的其他音乐，同样可以提高胎儿大脑的活力，特别是提高侧脑叶的活力。莫扎特的音乐和心脏跳动的声音对婴儿有特殊的好处，这一点并没有足够的证据。
首先，莫扎特效应的试验，根本就未在准妈妈或儿童身上进行过，不能得出音乐能提高儿童智商的结论。其次，在经过科学家研究过后，基本都是在泼冷水。
依然有很多父母认为听音乐会让孩子更聪明。人们相信存在莫扎特效应，并认为最初的研究也是针对婴儿的，这正因为婴儿是人们焦虑的中心——望子成龙、盼女成凤的典型表现。听还是不听，成为摆在面前的选择题。莫扎特或一切古典音乐，都未被证明有提高智商的魔力，但这不会妨碍人们喜欢去聆听，至少不会毒害你的身体，降低你的智商。 适合做胎教的莫扎特音乐
莫扎特胎教音乐系列是以莫扎特钢琴曲为蓝本的一系列胎教音乐，都是世界著名的钢琴曲，曲风柔和，优美、流畅，传神的诠释了音乐对下一代的唯美、温馨的关爱，属于神奇的、效果最明显的胎教音乐。孕妇听莫扎特的音乐，可以直接使胎儿感受到音乐的旋律，对胎儿的好处是多方面的，将使宝宝受益终身。
作为音乐史上最伟大的音乐家，莫扎特留下的很多音乐都比较适合作为胎教音乐，现推荐几首：
圣体颂《莫扎特效应》
第39号交响曲E 大调
双钢琴奏鸣曲D 大调
咏叹调
嬉游曲
第25号交响曲G 小调
竖笛5重奏
第23号钢琴协奏曲A 大调
第1号法国协奏曲D 大调
长笛四重奏 竖笛五重奏 费加罗的婚礼 第40号交响曲 第41号交响曲 莫扎特弦乐小夜曲 音乐影响行为
减轻痛苦
意大利的一名外科医生扎帕洛通过研究认为：巴赫的音乐能减轻消化不良，莫扎特的音乐能减少风湿关节疼痛，舒伯特的音乐能帮助失眠者入睡，亨德尔的音乐则能解除失恋以及其他感情上的痛苦。
降低食欲
音乐甚至能使人的体重下降。肥胖症治疗医生海姆斯博士所做的实验表明，进行某种“音乐饮食”疗法的人，体重每星期能下降两磅。这种疗法是在饭前播放几分钟使人兴奋的音乐。这使人体胃液分泌放慢，食欲受到抑制。另在两顿饭之间播放一些轻快的音乐，就能排除人在想吃甜食时的那种紧张和烦躁。
推动销售
音乐不仅能帮助出售商品，还能被用来制造某种幻觉。加拿大一公司生产出售一种围绕轨道跑动的小汽车玩具。为了吸引小顾客的兴趣，广告公司在电视广告中特意配了一段缓慢而有节奏的音乐。这样，在电视屏幕上出现的小汽车跑动速度就无形之中比真正的速度快了一倍。
改善认知
美国威斯康星大学的心理学家弗朗西斯·鲁斯切和她的同事们发现，听莫扎特的音乐可以改善人体的计算和空间感知能力。在听了莫扎特的音乐后，就连老鼠都能在迷宫游戏中得高分，但单纯的噪音和其他音乐家的音乐都无法达到这一奇效。
改变情绪
俄罗斯科学院高级神经活动与神经生理学研究所通过实验发现，音乐能影响人类大脑的活动。而古典音乐和摇滚乐对大脑活动的影响是不一样的，古典音乐使人变得更理性，摇滚乐则使人更容易激动。
音乐的功能 [编辑]
音乐是一种符号，声音符号，表达人的所思所想。是人们思想的载体之一。音乐是有目的的，是有内涵的，其中隐含了作者的生活体验，思想情怀。音乐从声波上分析它介于噪声和频率不变的纯音之间，从效果上讲它可以带给人美的享受和表达人的情感。
音乐是社会行为的一种形式，通过音乐人们可以互相交流情感和生活体验。这在歌曲中这种作用表现得最为突出。
Promoting Literacy Through Music
Laura Woodall and Brenda Ziembroski
The 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 student's 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 one's 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 ABC's 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 two's; 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 (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 child's 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 (Christelow. 1989), for instance, can quickly spot the quotations marks and capital letters in the doctor's 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 Gardner's 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 student's areas of strength in order to be the most successful. For example, Gardner's 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 child's interest, and activate a student's 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.
--Plato
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