Instrumental music

Instrumental music in the educational context provides a relaxed atmosphere, helps in the development of the creative process and isolates pupils from noises from the external environment (Fonseca, 2002b).

According to Bancroft (1985), the effect of music is deeply engrained in human emotions. People relate to music in accordance with their present and past emotions because listening to music "causes changes in blood pressure, blood flow, posture, respiratory rate, pulse rate and general activity" (7).

Moreover, Benenzon (1997) summarises some of the influences that music has on human beings. He states that according to rhythm patterns, muscular energy can increase or decrease and; on the other hand, it can cause acceleration in the respiratory system and pulse and blood pressure can be modified. Moreover, music can decrease impacts from different sensorial stimuli and reduce fatigue, and, finally, it can help when typing, painting and other activities.

On the other hand, Waisburd and Erdmenger (2007) investigate feelings that arise from music, art and language. Their studies show that the combination of music and art allows for a release of feelings and emotions that can't be expressed verbally. Moreover, they mantein that those students who study art are "usually better thinkers, better in problem solving and in language" (44), and they conclude that if the school incorporates dance, music, visual art, drama and creativity in everyday activities, better academic results will be achieved and behaviour problems will decrease.

Botha & Puhl (1988) state this factusing classical music to relax students has defocused brain activity from one small area in order to be receptive to a much wider range of input. They can now absorb more easily and in greater quantities because they are using abilities of the whole brain, not only cognition.

It seems spatial-temporal reasoning is not improved by listening to one composer but rather is due to repetitive musical patterns which cause positive brain reactions.

McDonald (1975) confirms that "one of the curricular areas where music is particularly useful is in the development of language and reading skills" (872), and Hall (1952) after examining 278 primary students, found that many benefits were attained by listening to background music while reading.

As well, Rauscher et al.’s study (1995) showed that classical music could improve test scores, connecting a neglected cultural good with a measure for future success in school and life.