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  • With that question in mind I set out to see how music made children feel and if music changed there artwork or not.

  • The subjects were children between the ages of 5 and 12

  • There where three different experiments done over the course of six weeks.

Experiment #2:

Music and Watercolor.

15 children listened to

for 3 minutes then they were asked to paint a picture, these are the results...

then they listened to

for 3 minutes, and were asked to paint another picture till the music stopped.

After comparing the work, there is a definite change in their artwork and the description of their piece. To me the results I received lean towards music being a major factor in children's artwork and emotions .

Experiment #3:

I had the children color a picture with music on one day : They colored for 45 minutes before asking to go play.

A few days later I had them color another picture without listening to music. Most did not finish their picture and asked to go play after about ten minutes.

ART, MUSIC AND Children's Emotions.

Techno

Does music have the ability to change children's emotions and Artwork?

Experiment #1:

For this experiment I had six of the children sit and listen to three different types of music for five minutes then asked them to write or draw how they felt.

Fast classical

Slow Classical

In some cases music itself aids the performance of a collective task by rhythmically facilitating physical coordination.

-The Singing Neanderthals

By: Steven Mithen

Music is being used to manipulate our emotions, and we tend o accept, if not outright enjoy, the power of music to make us experience these different feelings.

-This is your Brain on Music

By: Daniel J. Levitin

There were many variables I did not take into consideration that might have changed the results of my experiments, such as not doing the first experiment as a group but as individuals could have changed the results. Another variable that might have changed my results would be the age range of the children, or the music I chose.

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