Music and Adolescence
Music is an abstract form of human expression, and can mean different things to different people, but it has been a part of every culture on this planet, now or anytime in recorded history
(Scheck & Berger, 2006). Whether it is individual listening, a concert, party, a dance, or a rite of passage, music contributes to a big part of many adolescents ' lives across the globe. It has been estimated that from seventh to 12 th grade, the average adolescent spends over two hours per day listening to music. By looking at the extent of the music consumption in the lives of adolescents, it is readily apparent that music plays an important part in their lives (North, Hargreaves & O 'Neill, 2000).
Music holds the power to influence many aspects of adolescents ' lives, both positively and negatively.
It can relax or energize the body, influence cognitive development, enhance self-healing, and foster both comfort and discomfort (Schneck & Berger, 2006). In this paper, we will look at the effects that music can have on developing adolescent lives, socially, emotionally, and cognitively.
There are many ways in which music plays an important role in the social development of adolescents. According to Johnstone and Katz (1957), music has important outcomes for the their socialization, because music and peer affiliations provide adolescents with significant social opportunities and relationships. This preferred music of peers who are admired at this time, whether for sound or trivial reason, is likely to become the affiliating party 's choice (as cited in Miranda & Claes,
2009). Simon Frith (1987) acknowledges teenage identify formation as one of the main social functions of their music (as cited in Campbell et al, 2007). Teens fill their lives with music, gather around it, talk about it, all in a spirit of sociability. High schools bear witness to many cliques who mark themselves by their music and provide a way for adolescents to identify with others, in their
(Scheck & Berger, 2006). Whether it is individual listening, a concert, party, a dance, or a rite of passage, music contributes to a big part of many adolescents ' lives across the globe. It has been estimated that from seventh to 12 th grade, the average adolescent spends over two hours per day listening to music. By looking at the extent of the music consumption in the lives of adolescents, it is readily apparent that music plays an important part in their lives (North, Hargreaves & O 'Neill, 2000).
Music holds the power to influence many aspects of adolescents ' lives, both positively and negatively.
It can relax or energize the body, influence cognitive development, enhance self-healing, and foster both comfort and discomfort (Schneck & Berger, 2006). In this paper, we will look at the effects that music can have on developing adolescent lives, socially, emotionally, and cognitively.
There are many ways in which music plays an important role in the social development of adolescents. According to Johnstone and Katz (1957), music has important outcomes for the their socialization, because music and peer affiliations provide adolescents with significant social opportunities and relationships. This preferred music of peers who are admired at this time, whether for sound or trivial reason, is likely to become the affiliating party 's choice (as cited in Miranda & Claes,
2009). Simon Frith (1987) acknowledges teenage identify formation as one of the main social functions of their music (as cited in Campbell et al, 2007). Teens fill their lives with music, gather around it, talk about it, all in a spirit of sociability. High schools bear witness to many cliques who mark themselves by their music and provide a way for adolescents to identify with others, in their
References: Campbell, P. S., Connell, P. & Beegle, A., (2007). Adolescents ' expressed meanings of music in and out of school Davis, K., Hendrick, B., Robinson, B., & Bradley, L. (1999). Using music techniques to treat adolescent depression Vol/Issue: 38 (1), Date: Sep 30, 1999, Page: 39 Desmond, R Ekinci, O., Topcuoglu, O.B., Topcuoglu, V., Sabuncuoglu, O, & Berkem, M. (2012) The Association between Music Preferences and Psychiatric Problems in Adolescents Helmich, B.H. (2010). Window of Opportunity? Adolescence, Music, and Alegbra. Journal of Adolescent Research Lacourse, E., Claes, M., & Villeneuve, M. (2001). Heavy metal music and adolescent suicidal risk. Miranda, D., & Claes, M. (2009). Music Listening, Coping, Peer Affiliation and Depression in Adolescence Miranda, D., & Gaudreau, P. (2011) Music listening and emotional well-being in adolescence: A person and variable-oriented study Research Volume 2, Issue.10,Nov. 2012. JISSN:-2230-7850 retrieved from http://www.isrj.net/PDFFormat.aspx?ArtId=1618 North, A. C., & Hargreaves, D. J. (1999). Music and Adolescent Identity. Music Education Research, 1(1), 75. North, A. C., Hargreaves, D. J. & O 'Neill, S. A. (2000). The importance of music to adolescents. Santrock, J.W., MacKenzie-Rivers, A., Malxomson, T., & Leung, K.H. (2011). Life Span Development. Scheck, D.J., & Berger, D.S. (2006). The Music Effect: Music Physiology and Clinical Applications. Scheel, K. R., & Westfeld, J. S. (1999). Heavy metal music and adolescent suicidality: An empirical investigation Tervo, J., (2001). Music Therapy for Adolescents. Clinical Child Psychology and Psychiatry. January 2001 vol