Download Music for Your Mind

Printed by: Gerri Songer
Printed on: April 16, 2015
Music for Your Mind
Before Reading Poll
Many people like to listen to music. Others sing for fun. But some people say that music is so much more than that.
What do you think?
Music is more than just fun.
Agree
Disagree
Explain why you voted the way you did.
Teacher Recommendations
Lesson Objectives
Language Arts Focus: Cite evidence to support analysis
Introduce the Lesson
Project the lesson's vocabulary terms in the front of the room so students can see the words. Pronounce each term and review
the definitions with students. Make sure that students understand the definitions and are comfortable pronouncing and reading
the words, particularly the term "brain plasticity." If time permits, show a brief video that provides more background
information about plasticity and how the brain changes throughout our lives.
Then, introduce the lesson by explaining that scientists continue to learn more about how the human brain works. In the past
few decades, scientific knowledge has grown exponentially, even proving that some earlier ideas about the brain were false.
For example, people used to think of childhood as a time of brain growth and adulthood as a time when the brain's thought
processes became stagnant or declined. But recent research has shown that under the right circumstances, the power of brain
plasticity can help adult minds continue to grow.
Let students know that they will be reading two texts that discuss studies of the human brain—its activity during creative
processes as well as structural and functional changes that can occur as a result of new experiences and learning. Prompt
students to take notes about changes that happen in the human brain as they read the texts in the lesson.
Lesson Vocabulary
Academic Terms (discipline-specific):
brain plasticity: the brain's ability to change—physically, functionally, and chemically—throughout life
cognitive: having to do with the ability to think or reason
neuroscience: a branch of life science dealing with the nervous system
Cross-Disciplinary Terms:
correlation: a relationship between two or more things
creativity*: the use of the imagination or original ideas, especially in artistic work
structure*: the way that something is built, arranged, or organized
function*: the activity, role, or purpose of something
* These vocabulary words are from the Academic Word List (Coxhead, 2000).
Article
PAGE 1
WASHINGTON, D.C. (Achieve3000, March 10, 2008). Scientists are
studying the brains of musicians. These musicians play jazz. The scientists
want to learn where creativity comes from. Scientists have studied the brains
of the musicians while they play and listen to music. This led to new
discoveries about the brain. Scientists are eager to learn more.
Scientists ran a new study. They studied the brain activity of six jazz pianists.
First, they watched the pianists play music from memory. Then, scientists
watched the musicians create new music. The study proved something new.
Creativity switches on certain areas of the brain. These areas are also switched
on by dreaming, storytelling, and using some senses. Which ones? The senses
of touch, hearing, and sight.
The study was led by two scientists. They are Dr. Charles Limb and Dr. Allen
Braun. Limb measures memory. He uses an MRI machine.
AP Photo
Scientists are studying the minds of
people who make music.
MRI machines can give clear pictures of soft tissue. The brain is made up of soft tissue. An MRI machine can tell scientists what
part of the brain is working. Different parts of the brain work during different activities.
During the study, each of the six jazz pianists was examined using the MRI machine. First, the musicians played music from
memory. Then, they began creating new music.
MRI pictures showed that dreaming and creating new music have something in common. The brain behaves the same way
during both activities.
When people dream, an area of the brain switches off. This area is responsible for self-control and careful planning. The
scientists saw this area switch off when the musicians created new music.
Another area of the brain switches on during dreaming. The scientists saw this area switch on when the musicians created new
music. This is the same area that switches on when people tell stories about their lives. Their findings made sense. Creating jazz
is often said to be like telling a "musical story."
Brain activity also switched on in areas dealing with touch, hearing, and sight. However, the musicians were not touching or
seeing anything new. The only new sounds they heard were the ones they created.
Scientists hope that their findings will help people. They want to use their knowledge to develop treatments for certain brain
problems. Studies have already shown that music may help certain patients. It can help people who need to learn to speak again
after a stroke.
Next, Limb and Braun want to study other creative brains. They will study painters or writers. They hope to learn if the people's
brains work differently.
"We're all creative every day," said Braun. "Are our brains doing the same things?"
Information for this story came from AP.
PAGE 2
Dig Deeper
Scientists examined the relationship between music and brain function. They used MRI machines to study creativity. Other
scientists have used MRI information. They have shown how musicians' brains change as a result of their musical training.
When the brain learns, it changes. The brain also changes when it's injured, as well as during childhood. The brain's ability to
change is called plasticity.
Musical training is a type of learning. An expert pianist practices finger control. He does this over and over. This causes parts of
the brain to provide a larger area for finger control. The brain changes based on what it learns.
Changes happen due to other types of learning, too. Taxi drivers in London are an example. They have to learn every street in the
city. This takes two years. Scientists examined the brains of the taxi drivers. What did they discover? The part of the brain used
for memory was much larger. This is another example of plasticity.
Brain plasticity also occurs when we exercise. Exercise causes the brain to produce new neurons. Neurons are cells. They carry
messages from the brain to other body parts. Scientists have studied exercise-induced plasticity in people of all ages. The
greatest changes occur in older people. Scientists hope these studies lead to new treatments for people with spinal cord injuries.
Brain plasticity also occurs in people who lose a limb. These people experience something called phantom limb syndrome. They
feel movement or pain in the place of the missing limb. This is partly due to brain plasticity. Touching the face or upper arm of
someone who has lost the lower part of an arm triggers a sensation. Why is this? The part of the brain that controls the face and
upper arm took over the part that used to control the lower arm.
Brain structure and function develop throughout our lives. The next time you go for a jog or memorize new information, think
about how your brain might be changing.
Dictionary
creativity (noun)
jazz (noun)
a kind of music
memory (noun)
tissue (noun)
when someone is able to come up with new or different ideas
something that is remembered
a group of cells that work together in a body, such as muscle cells and brain cells
treatment (noun)
care given to make something better
Teacher Recommendations
Independent 5 Steps
Have students go through the 5-Step Routine at their independent levels. Tell students that as they read the Article, they should
use the Reading Connection called Setting the Purpose to write facts and details about the changes that can occur in the human
brain as a result of new experiences and learning. Students can use this information when they answer the Thought Question.
As they read the Article, have students watch for terms related to the brain to use when writing their Thought Question
responses. After students write their Thought Question drafts, have them click on Finish Later so they can modify their
Thought Question responses at a later time.
Activity
PAGE 1
1.
Which fits best in the empty box above?
Brain activity switched off in areas dealing with the sense of hearing.
Brain activity switched off in areas dealing with the sense of sight.
Brain activity switched on in areas dealing with the sense of smell.
Brain activity switched on in areas dealing with the sense of touch.
2. The article states:
MRI machines can give clear pictures of soft tissue. The brain is made up of soft tissue. An MRI machine can tell
scientists what part of the brain is working. Different parts of the brain work during different activities.
The author uses this paragraph mostly to help the reader understand __________.
How creativity helps people with brain problems
Why scientists studied jazz pianists
How creating new music is like dreaming
Why scientists used an MRI machine in the study
3. According to the article, how are dreaming and creating new music the same?
They both use an area of the brain responsible for self-control.
The brain switches off completely during both activities.
They both use an area of the brain responsible for making plans.
The brain behaves the same way during both activities.
4. The article states:
Scientists are eager to learn more.
Which would be the closest synonym for the word eager?
Weary
Healthy
Expensive
Anxious
5. The news article says all of the following except __________.
Scientists are eager to learn more about the brain.
Scientists studied the brain activity of jazz pianists.
An MRI machine was used to study the musicians' brains.
An MRI machine gives poor pictures of hard tissue.
6. What is the fifth paragraph mainly about?
How the study was done
Who scientists will study next
How many musicians were studied
What scientists found
7. Which is the closest synonym for the word treatment?
Clover
Cure
Collar
Chore
8. Suppose you were writing a summary of the article. Which of these would not be important to put in the summary?
The scientists watched as musicians created new music.
Doctors found that creating new music and dreaming use the same brain areas.
Limb and Braun want to know if other people's brains work differently.
Scientists recently studied the brain activity of jazz musicians.
Teacher Recommendations
Test-Taking Strategies
Use the Activity as an opportunity to reinforce key test-taking strategies. Encourage students to refer back to the Article in
order to reread for clarification and to find supporting evidence for their responses. Also, remind students to think about using
the following strategies for answering multiple choice items:
Read the question and try to answer it before you look at the answer choices.
Read all of the choices.
Eliminate answers you know are not correct.
Choose the correct answer.
After Reading Poll
Now that you have read the article, indicate whether you agree or disagree with this statement.
Music is more than just fun.
Agree
Disagree
Teacher Recommendations
Cite Evidence
Ask students if they agree or disagree with the Poll statement, encouraging them to provide specific evidence from the texts,
their own background knowledge, or discussions to support their opinions. Consider using a graphic organizer to help students
organize their ideas.
Ask students to explain if their opinions changed over the course of the lesson, and if so, why.
Thought Question
Describe some of the changes that take place in the human brain as a result of new experiences and learning. What have scientists
discovered about the brain when jazz musicians are creating music? Back up your answer with information from the lesson.
Type your answer in the box below.
Teacher Recommendations
Information students might include in their responses (Information may come from the student's Lexile Article or the
Stretch Article.)
Some changes can occur in the human brain as a result of new experiences and learning. The brain also changes when
it suffers an injury, as well as during infancy and childhood as it organizes itself. For example, the practice done by an
expert pianist causes parts of the brain to devote a larger percentage of area to finger control than in a non-expert
pianist's brain.
Another change that can occur is in the hippocampus—the part of the brain responsible for memory. When large
amounts of information need to be memorized, this area of the brain can become larger.
Research has shown that exercise can cause the brain to produce new neurons. These are cells that carry messages
between the brain and other parts of the body.
Also, changes in the brain can occur in individuals who suffered the loss of a limb. Amputees can experience
something called phantom limb syndrome, in which they report having sensations, such as movement or pain, in the
place where their missing limbs were previously located.
In the study of the jazz pianists, scientists discovered that creativity activates the same regions of the brain as do
dreaming, storytelling, and the receiving of sensations. When improvising music, the area of the brain responsible for
inhibition and careful planning becomes inactive. After this area of the brain turns off, the region of the brain
responsible for self-expression turns on and sensory awareness becomes heightened.
Poll Results
OPINION STATEMENT: Music is more than just fun.
BEFORE READING
AFTER READING
HOW YOU VOTED
Agree
Agree
Disagree
Disagree
NATIONAL RESULTS
Agree
90%
Agree
90%
Disagree
10%
Disagree
10%
10% changed their opinion after reading the article.
Math
PAGE 1
1. Scientists watch six people who play jazz music. Which of these is the same as six?
2x4
1x5
2x3
3x3
Stretch Article
PAGE 1
WASHINGTON, D.C. (Achieve3000, March 10, 2008). In an attempt to better understand where creativity comes from,
scientists inspired by music legends Miles Davis and John Coltrane are researching the brains of jazz musicians. Observing the
brain while a musician plays and listens to music, scientists have discovered, provides a window into one's cognitive functions,
from attention to emotion to memory, and those involved in the booming field
of music neuroscience are eager to learn more.
In a recent study of six jazz pianists, scientists compared each musician's brain
activity when playing music from memory with his or her brain activity when
improvising new music. The research revealed something new: Creativity
activates the same regions of the brain as do dreaming, storytelling, and the
receiving of sensations.
"Improvisation always has a sort of magical quality associated with it," said
Dr. Robert Zatorre, a pioneer in the field of music neuroscience. "People think
when you're improvising you have some sort of inspiration that's not
measurable," he added.
AP Photo
Scientists are studying the brain
function of jazz musicians to better
understand how creativity works.
Dr. Charles Limb of Johns Hopkins University and Dr. Allen Braun of the
National Institutes of Health (NIH), however, found that improvisational creativity is measurable. Limb has measured memory
using a Magnetic Resonance Imaging (MRI) machine.
MRI machines are similar to x-ray machines. They do not, however, have the limitations of x-rays, which can produce only
images of bones and other hard materials. An MRI can provide clear images of soft tissue, such as that in the brain. An MRI
machine can also measure changes in oxygen use and blood flow in different brain regions. These images tell scientists what part
of the brain is working when different tasks are performed.
Each of the six jazz pianists was scanned by the MRI machine to measure his or her brain activity while playing. In order to
simulate performing at a concert with other musicians, the pianists played along to a prerecorded jazz quartet accompaniment.
First, the musicians played music they had memorized prior to the MRI. Then, they began improvising new music.
MRI scans showed that the creation of new music utilizes the same brain circuitry as does dreaming.
As dreaming commences, a region of the brain called the dorsolateral prefrontal cortex, disengages. This is the area of the brain
that is responsible for inhibition and careful planning. As the musicians began improvising, the scientists watched that region of
the brain grow inactive.
In a typical dream state, after the dorsolateral prefrontal cortex turns off, the medial prefrontal cortex turns on. This is the region
of the brain responsible for self-expression. As the musicians began improvising, the scientists observed that area of the brain
engage. This is the same area of the brain that is, according to Dr. Braun's earlier research, active during autobiographical
storytelling. This made sense to scientists. Jazz improvisation is often likened to musicians telling their own "musical stories."
The musicians also showed heightened sensory awareness while improvising. Regions involved with touch, hearing, and sight
became more active in the act of creation. This was true even though the pianists had not touched or seen anything different—
and the only new sounds they heard were the ones they created.
Scientists hope that by analyzing the relationship between music and brain function, they can develop treatments for certain
brain disorders. Studies have already shown that patients working to regain their speech after a stroke may improve more
quickly if they sing rather than recite. In addition, Dr. Zatorre's team had discovered a connection between tone-deafness and the
reading disability dyslexia.
Next, Limb and Braun want to research other creative brains. They will study painters or writers to learn if the brains of
musicians work differently from those in other disciplines.
"We're all creative every day," said Braun. "Are our brains doing the same things?"
The Associated Press contributed to this story.
PAGE 2
Dig Deeper
As you read in the Article, scientists analyzed the relationship between music and brain function using MRI data. They wanted
to find the source of creativity. Other scientists have used MRI data to show how the brains of musicians actually change as a
result of their musical training.
When the brain learns something, its structure and function change. The brain also changes when it suffers an injury, as well as
during infancy and childhood as it organizes itself. The brain's ability to change throughout life is called plasticity.
We can think of musical training as a type of learning. An expert pianist will have spent a huge amount of time practicing finger
coordination. This actually causes parts of that person's brain, such as the somatosensory and motor cortices, to devote a larger
percentage of area to finger control than in a non-expert pianist's brain. The brain changes in order to adjust to what it learns.
Impressive changes happen due to other types of learning, too. For instance, taxi drivers in London, England, are required to
memorize the orientation of every street in the entire city. Therefore, it normally takes at least two years to prepare for the
London taxi exam. Scientists examined the brains of London taxi drivers and discovered that a major part of the brain
responsible for memory—the hippocampus—was much larger on average in the taxi drivers than in non-taxi drivers. This is
another example of plasticity. The taxi drivers had to memorize so much that it caused their hippocampi to grow larger.
Brain plasticity occurs even when we exercise. Recent research on rats and humans has shown that exercise can cause the brain
to produce new neurons, cells that carry messages between the brain and other parts of the body. While scientists have observed
exercise-induced plasticity in people of a wide range of ages, they have seen the most dramatic changes in older adults.
Scientists are hopeful that a better understanding of the exercise-induced brain changes may lead to improved treatments for
people with spinal cord injuries.
A surprising example of brain plasticity occurs in individuals who suffered the loss of a limb. Amputees can experience
something called phantom limb syndrome—they report having sensations, such as movement or pain, in the place where their
missing limbs were previously located. Scientists attribute this experience partly to brain plasticity. Brain scans have shown that
stimulating the face or upper arm of someone who has lost the lower part of an arm will actually trigger a phantom limb
sensation. This is because the brain has reorganized itself in response to the amputation. The part of the brain that used to
become activated when the lower arm was touched is now activated when the upper arm or face is touched. The somatosensory
part of the brain that is responsible for the face and upper arm grew in size after the amputation, as it took over the region that
used to control the lower arm. This is somewhat similar to the way that the somatosensory area for finger representation expands
in the brains of expert pianists.
Brain structure and function continue to develop in fascinating ways throughout our lives. The next time you go for a jog or
memorize a lot of new information, think about how your brain might be changing in order to adapt to your experience.
Dictionary
cognitive (adjective)
inhibition (noun)
restraint of a desire, impulse or emotion
neuroscience (noun)
sensory (adjective)
having to do with the ability to think or reason
a branch of life science dealing with the nervous system
having to do with the senses
simulate (verb)
to have the look or feel of something
Teacher Recommendations
Stretch
Reinforce the lesson objectives by projecting the Stretch Article and modeling for students how they can use the gradeappropriate text to gather additional information for their Thought Question responses.
Then, separate students into small working groups. Divide the Stretch Article, including the Dig Deeper section (page 2 of the
Read), and give a paragraph or two to each group. Have students read the paragraphs together to locate new information that
they didn't read in the leveled Article about changes that can occur in the human brain as a result of new experiences and
learning. Have each group identify important facts to include in their Thought Question responses. Share that additional
information with the whole class. If appropriate, students can use this information to revise their Thought Question responses.
This information can also be used to facilitate a discussion about plasticity and the human brain.
Discussion Questions
What did scientists discover about brain activity when jazz musicians are improvising music?
During their study, scientists used Magnetic Resonance Imagery (MRI) to measure brain activity in the musicians.
According to the Article, how does an MRI machine work?
The upper levels of the Article mention the brain's dorsolateral prefrontal cortex and the medial prefrontal cortex.
What are these regions of the brain responsible for? What happens to each area when a person is dreaming?
The Dig Deeper section mentions the brain's plasticity. Explain this term using details from the text.
What are some of the changes that can occur in the human brain as a result of new experiences and learning?
Stretch Activity
PAGE 1
1. Based on information in the article, which best describes the difference between the dorsolateral prefrontal cortex and the
medial prefrontal cortex?
The dorsolateral prefrontal cortex is responsible for inhibition and careful planning, while the medial
prefrontal cortex is responsible for self-expression.
The dorsolateral prefrontal cortex activity cannot be measured by MRI machines, while the medial
prefrontal cortex activity can.
The dorsolateral prefrontal cortex is responsible for self-expression, while the medial prefrontal
cortex is responsible for inhibition and careful planning.
The dorsolateral prefrontal cortex activity can be measured by MRI machines, while the medial
prefrontal cortex activity cannot.
2. The author probably wrote this article in order to __________.
Inform readers that tone-deafness and dyslexia are brain disorders that can be identified through
MRIs
Explain the basic differences between the use of x-ray machines and the use of MRIs
Explain that jazz musicians have the ability to play music from memory and to improvise
Inform readers about a new study that is exploring the connection between music and cognitive
function
3. According to the article, what caused the dorsolateral prefrontal cortex in the musicians' brain regions to become inactive?
They started to improvise new music.
They listened to different types of music.
They started to memorize a piece of music.
They played along to a prerecorded jazz music.
4. The article states:
Scientists hope that by analyzing the relationship between music and brain function, they can develop treatments
for certain brain disorders.
Which would be the closest synonym for the word analyze?
Explore
Enrich
Endorse
Extract
5. Which of these statements is contrary to the ideas presented in this article?
When musicians improvise, their brain scans will display a heightened sensory awareness.
MRI scans showed that memorizing music utilizes the same brain circuitry as does dreaming.
When we dream, a region of the brain called the dorsolateral prefrontal cortex disengages.
MRI images tell scientists what part of the brain is working when different tasks are performed.
6. What is the first paragraph mainly about?
The reasons scientists researched the brains of musicians to understand cognitive function
The fact that musicians Miles Davis and John Coltrane are legends in the field of jazz
The fact that there are a lot of unknowns in the new medical field of music neuroscience
The reasons that many neuroscientists prefer listening to jazz over other forms of music
7. Which is the closest synonym for the word simulate?
Reproduce
Retrieve
Gauge
Glorify
8. Which of these is most important to include in a summary of this article?
The connection between improvisation and brain function
The names of the two jazz legends that inspired some scientists
The name of the scientist from Johns Hopkins University
The types of images that x-rays can produce
Teacher Recommendations
Test-Taking Strategies
Use the Activity as an opportunity to reinforce key test-taking strategies. Encourage students to refer back to the Article in
order to reread for clarification and to find supporting evidence for their responses. Also, remind students to think about using
the following strategies for answering multiple choice items:
Read the question and try to answer it before you look at the answer choices.
Read all of the choices.
Eliminate answers you know are not correct.
Choose the correct answer.