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Raglan defines music as a ‘unique human trait strongly linked to motivation and enhances social contact’ (Schulkin and Raglan, 2014) enforced by Darwin who believed that music is ‘tied to our social instinct’ (Darwin, 2007). Music is introduced to us from a young age when our parents sing lullabies to us enabling us to appreciate it from an early age as we link the mental and physical benefits of human contact to music. Music transforms information into engaging and interesting forms adding a fun element to learning as it engages both hemispheres of our brain (Zatorre, 2002). It can enhance our wellbeing by improving our mood and health through its healing powers in everyday life.

Music facilitates social contact which enables us to obtain a sense of belonging allowing us ‘to feel like we are part of something bigger and more important than ourselves’ (Campbell, 2001). The sense of belonging is considered a fundamental human need highlighted third in Maslow’s hierarchy of needs. Maslow’s concept was that one has to first achieve the basic needs of survival which include eating and sleeping before they can obtain self-actualisation (Maslow, 1985). When we are born we obtain this sense of belonging from our family reflecting the importance of belonging. Isolation has various psychological related problems including stress which can trigger a domino effect to other health problems (Edmonds, 2010) Prison being the ultimate punishment enforces the value of isolation.

Music allows us to meet new people and socialise with the ones we already know. Self-identity allows us to distinguish ourselves from the rest and bring us closer to others with similar values allowing us to form social groups. These groups allow us to feel a range of emotions including safety. In groups we tend to take risker decisions which can be both negative and positive because it can allow us to live our lives to the fullest, however it can sometimes bring an element of danger (Mataric, 1997.) Social circumstances in music include what may be considered the right music for instance in a Christian community metal rock may be considered the wrong genre because it doesn’t reflect their values. Social class plays a small part as income levels may affect what events the individual can attend. For example, some individuals may have to work extra hours at work so they can afford an event with their friends.

Music offers psychological benefits and acts as a friend for example after a break up people can relate to music that reflects their mood, and those who lost loved ones can use it to remember their loved ones. This process triggers memories which allows individuals to escape from reality. Music brings back lost ones in memory and remind people of the values and concepts those people may have taught them before they passed away for example motivational words can help individuals pull through everyday struggles. The past can be relived through memories when we listen to music. When we listen music linked to positive memories it can produce feel good hormones and temporarily improve our state of wellbeing. Music allows us to transcend and elevate above physical restrictions as it ‘surpasses time, space, language and maths.’ This allows it to be used for deeper purposes such as communicating with the supernatural (Hallam, 2008) to try and understand the things our brains are incapable of answering such as the big questions concerning who we are and the afterlife.

Music affects our mood (Hargreaves and North, 2004) both positively and negatively. The journal of positive psychology by Ferguson states that listening to upbeat music can improve your happiness. Our mood is reflected on how we interact with others for example if you are having a bad day you may react with anger to someone’s comment that may have not triggered that kind of emotional response from you another day. In a working environment a negative mood from a boss or colleague can be contagious affecting staff productivity and potentially cost one their job. For example, in customer services a negative mood would result in a bad experience for the consumer. This would trigger them to spread negative word of mouth increasing the chances of them not purchasing from that brand or service in the future. We tend to remember negative experiences more than positive ones therefore people are bound to remember negative experiences in the future.

Music is everywhere in modern society and cannot be removed from our lives for example in retail it sets the mood increasing the chances of us purchasing (Yalch and Spangenberg, 1993). Modern society uses music to enhance the consumer’s experience for example in video games taking sims for example the music gets you excited making your gaming experience that little extra special (Prensky, 2004). With the perception of what we define as music forever changing (What is music, 2011) even without the use of technological advancements music still cannot be removed from our lives as nature and animals generate sound. Examples of nature generated music includes waterfalls, birds chapping, wolves howling to silence.

Education consumption is enhanced everyday by in cooperating an element of music. Children at a young age use music to help them learn alphabetical letters through songs making their learning process fun and enjoyable. An example of another use of music in education are poems. They can be used to educate when students learn them and increase creativity when they are set to create their own. Acronyms in their vast use reflect that music can be used to help us learn information and remember more efficiently. Music is compulsory in the UK until year 9(The national curriculum, 2014) because of the highlighted benefits to wellbeing. Music lessons may be both positive and negative because they may brighten up the child's day at school however some children may feel left out if they don't play an instrument. Not being able to play an instrument can encourage them to learn as they would want to impress their friends and fit in however for others this could push them even further because they may not be able to access sufficient music lessons as they are expensive. Studies show that listening to Mozart music makes you smarter for a short period of time boosting your intellectual skills (Campbell, 2001). The temporary boost can make all the different when it comes to results for students taking exams. Adults can use music to learn various more complex information for example historical context to help them understand their past. Adults can use music to learn various more complex information for example historical context to help them understand their past.

Music can provide individuals with a feeling of escapism from daily routines and brain workouts for musicians. Playing music helps individuals perform closer to their optimum level on everyday routines. Instrumental playing offers the brain a full workout increasing its efficiency for example research shows that musicians obtain and retrieve memories quicker that non musicians. The brain workouts can work in favour for musicians in problem solving situations such as puzzle solving giving them the edge over others in competitive environments. As a musician playing music allows me to obtain the state of flow noted in the works of Csikszentmihalyi. When playing music, I forget about everything and loose myself to the instrument, a time in which I can let my imagination be stretched to ideal situations producing feel good hormones (Gangrade, 2011). After playing music I feel relaxed and less concerned about my troubles. More people will want to be around me if I’m in a good mood which reduces the chances of isolation from which negative psychological problems can develop.

Music's most powerful property is its ability to heal allowing us to live better lives both mentally and physically however it cannot be considered as a ‘pill to abolish diseases’ (Koelsch, 2012). Music therapy can help in situations where ‘medication has failed’ (Clear, 2016). Communication becomes easier when music is involved because even if you don't know someone you open up more when music is involved because it acts as a mutual friend. Its ability to help the body move allows the patient and the therapist to interact more. People can overcome physical difficulties such as speaking through music because it involves both hemispheres of the brain making it easier to communicate with patients that may have brain damage for example after a stroke (Mannes and Patel, 2011). Singing can be used by patients who can't speak as a form of communication. Children with special needs can benefit from music therapy to overcome difficulties including communication and involvement which allows them to feel valued and important to their environment. When children are happy so are their parents because a child's wellbeing affects them and their parents. The same applies the other way round because children also want their parents to be happy taking an instance where your parent may be in a nursing home because their age and health factors. If your parent has dementia it can be difficult to communicate with them reducing communication while increasing chances of them mentally isolating themselves. In a case like this personalized music therapy can help them transcend back to their memories that can leave them feeling better and allow them to open up more to others. It can also boost their confidence for example even at an old age for musicians participating in playing music can psychologically heal them. The mentioned are just a small part of music therapy and the wonders it can do to improving communication and social interaction in people's lives.

Confidence levels differ within individuals and some individuals have difficulties expressing themselves. Music acts as the mutual friend between human’s acts providing a platform in which people can express themselves. Some individuals may find it easier to express their feelings through music rather than speech. By playing music one can obtain people's attention easier and people will remember that person increasing the chances of them interacting. Expressing one's love is another use of music in everyday life, singing to your loved ones can be used to increase bonding between individuals. 

Music affects how we spent our leisure for example planning and consuming music is money and time consuming. Everything has pros and cons including music, alongside all the health benefits we get from listening and making music comes negatives. If one was to spend the whole day listening to music it reduces productivity from the rest of the required tasks such as work (Clear, 2016). When one does not work they cannot earn money limiting what they can and can't afford in their lifestyle. Lifestyle of an individual will affect their mood and how they behave in society. Music participation activities vary throughout the day, clubbing for example takes place late night and early morning hours. Attending clubs can be beneficial for social interaction however it eats into your time in this instance your sleeping time which if not monitored can lead to health problems. 

Overall music enriches our moods which determine how we feel and are viewed by others by ‘influencing our behaviour’ (Koelsch, 2014). Our moods play a role in social interaction which offers us various feelings that makes up our happy and sad times. The need to belong has physical and psychological benefits that are key to our survival and music facilitates social cohesion and opportunities that enhance different aspects needed for us to be happy.

References:

Campbell, D. G. (2001) The Mozart effect: Tapping the power of music to heal the body, strengthen the mind, and unlock the creative spirit. New York: HarperCollins.

Cherry, K. (2014) What is the need to belong?. Available at: http://psychology.about.com/od/nindex/g/needtobelong.htm# (Accessed: 13 December 2015).

Darwin, C. and Darwin, P. C. (2007) The expression of the emotions in man and animals. United States: BiblioBazaar.

Diener, E., Oishi, S. and Lucas, R. E. (2007) ‘The optimum level of well-being: Can people be too happy?’, Perspectives on Psychological Science, 2(4), pp. 346–360. doi: 10.1111/j.1745-6916.2007.00048.x.

Inline Citations: (Diener, Oishi, and Lucas, 2007)

Edmonds, M. (2010) What are the effects of isolation in the mind?. Available at: http://science.howstuffworks.com/life/inside-the-mind/emotions/isolation-effects.htm (Accessed: 13 December 2015).

Gangrade, A. (2011) ‘The effect of music on the production of neurotransmitters, hormones, Cytokines, and peptides: A review’, Music and Medicine, 4(1), pp. 40–43. doi: 10.1177/1943862111415117.

Inline Citations: (Gangrade, 2011)

Hallam, S., Cross, I. and Thaut, M. (eds.) (2009) Oxford handbook of music psychology. New York: Oxford University Press.

Hargreaves, D. J. and North, A. C. (eds.) (2004) The social psychology of music / edited by David J. Hargreaves and Adrian C. North. Oxford, [England]: Oxford University Press.

Koelsch, S. (2012) Brain and music. United Kingdom: Wiley-Blackwell (an imprint of John Wiley & Sons Ltd).

Koelsch, S. (2014) ‘Brain correlates of music-evoked emotions’,Nature Reviews Neuroscience, 15(3), pp. 170–180. doi: 10.1038/nrn3666.

Mannes, E. and Patel, A. D. (2011) The power of music: Pioneering discoveries in the new science of song. New York: Walker and Company.

Maslow, A. H. (1985) Self-Actualization. Soundworks.

Inline Citations: (Maslow, 1985)

 Mataric, M. J. (1997) ‘Behaviour-based control: Examples from navigation, learning, and group behaviour’, Journal of Experimental & Theoretical Artificial Intelligence, 9(2-3), pp. 323–336. doi: 10.1080/095281397147149.

Prensky, M. (2004) Digital game-based learning. S.l.: McGraw-Hill.

Inline Citations: (Prensky, 2004)

 Schulkin, J. and Raglan, G. B. (2014) The evolution of music and human social capability. Available at: http://journal.frontiersin.org/article/10.3389/fnins.2014.00292/full (Accessed: 22 January 2016).

The national curriculum (2014) Available at: https://www.gov.uk/national-curriculum/key-stage-3-and-4 (Accessed: 25 January 2016).

What is music? (2011) Available at: http://cobussen.com/teaching/what-is-music/ (Accessed: 22 January 2016).

Wind, Y. (1978) ‘Issues and advances in segmentation research’, Journal of Marketing Research, 15(3), p. 317. doi: 10.2307/3150580.

Yalch, R. and Spangenberg, E. (1993) ‘Using Store Music For Retail Zoning: a Field Experiment’, Journal of Consumer Research, 20--issue 3(Pages 632-636). doi: 10.1086/jcr.1993.20.issue-3.

Inline Citations: (Yalch and Spangenberg, 1993)

Zatorre, R. (2002) ‘Trends in cognitive sciences’, Structure and function of auditory cortex: music and speech, 6(1), p. page 37–46.

clear, james (2016) James Clear. Available at: http://jamesclear.com/music-therapy (Accessed: 24 January 2016).

hallam, susan (2008) Oxford Handbook of Music Psychology. Available at: https://books.google.co.uk/books?hl=en&lr=&id=d-2DYVjNVpQC&oi=fnd&pg=PT64&dq=music+to+communicate+with+the+spirits&ots=aoRmllsVNA&sig=GaJQ5AllU4R4N1L0tamuwxltPeQ#v=onepage&q=music%20to%20communicate%20with%20the%20spirits&f=fals .

chapter 4