|Institution:||California State University – Sacramento|
|Keywords:||Mozart effect; Composition; Writer's block; Music therapy; Classroom research study|
|Full text PDF:||http://hdl.handle.net/10211.3/139175|
This research study examines how listening to Mozart affected (in terms of anxiety and concentration) first year college writing students when initiating and during writing for the duration of a five minute in-class free-write. Data was collected from student questionnaires and interviews. The results suggest that listening to classical music while initiating and during writing can help students to relax and concentrate better. Recommendations are made for further study in the areas of music therapy and Composition, and teachers are encouraged to make the suggestion of listening to music to their students, particularly those students experiencing difficulties with writing, anxiety, and/or concentration.