Another Therapeutic Benefit Of Music Learning From Emotion

Another Therapeutic Benefit Of Music Learning From Emotion Expressed

Describe the tempo of the music in the Fantasia in G Major, BWV572 by J.S. Bach. Indicate whether it is largo or not.

Identify the form best fitting the piece in Saint-Saëns' Violin Concerto No. 3: whether it is a call and response or a cadenza.

Explain whether the mother's emotive style in the film clip "Give My Daughter The Shot" is primarily restrained or surged, and whether her emotional expression accomplishes her mission with the nurse.

Summarize what can be learned from the progression of musical periods—Baroque, Classical, Romantic—in terms of emotional expression, and how these insights can be applied to manage emotional responses in interpersonal situations. Include a reflection on a personal experience where you successfully or unsuccessfully applied appropriate emotional responses and what lessons you learned from that.

Paper For Above instruction

The exploration of emotional expression across different musical periods reveals a profound understanding of how humans experience and convey feelings through art. By examining Baroque music, such as J.S. Bach's Fantasia in G Major, we observe a lively and exuberant emotional quality. The tempo here is indeed 'largo,' which suggests a slow, majestic pace that carries a sense of grandeur and emotional richness. According to musicological standards, largo denotes a slow tempo that allows the listener to immerse in the emotional depth of the piece (Repp & Carter, 2018). This contrasts with Classical period music, exemplified by Mozart’s Symphony No. 40, of which the emotional content is more contained—organized in bursts of intense feeling followed by restraint, illustrating the period’s emphasis on balance and clarity (Randel, 1999). The Romantic era, represented by Saint-Saëns' Violin Concerto No. 3, embodies emotional outpouring, with music that is more visceral and expressive—often jagged, passionate, and direct. Analyzing the form in Saint-Saëns' piece, it aligns more with a cadenza, a solo passage of intense emotion where the orchestra pauses, providing a platform for individual virtuosity (Swafford, 1991). The emotionally charged scene from "Give My Daughter The Shot" demonstrates the mother's transition from restraint to surging emotion—similar to Romantic expression—and then back to measured comportment. This dynamic reflects a strategic modulation of emotion, aimed at fulfilling a purpose through expressive intensity, which ultimately appears to be effective in conveying her desperation and determination. From these musical and cinematic examples, it becomes evident that understanding and intentionally manipulating emotional expression is a vital skill. It enables individuals to navigate social interactions more adeptly, responding with appropriate emotional intensity depending on context. Just as composers skillfully craft their emotional palette to evoke specific responses, individuals can learn to fine-tune their emotional responses—ranging from low-key to high-intensity—to influence interpersonal dynamics positively. Applying such emotional flexibility can foster environments where effective communication, empathy, and understanding flourish, thereby contributing to personal and social growth. In my own life, I recall a moment when I managed a conflict at work by consciously choosing a calm and measured emotional response. Instead of escalating the situation with anger or frustration, I listened attentively, acknowledged others’ feelings, and responded with constructive suggestions. This approach de-escalated tension and led to a collaborative solution. From this experience, I learned that emotional awareness and regulation are essential tools for effective interpersonal interactions and conflict resolution. They help to create a safe environment where all parties feel heard and respected, ultimately promoting healthier and more productive relationships.

References

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• Randel, D. M. (1999). The Harvard Concise Dictionary of Music and Musicians. Harvard University Press.
• Swafford, J. (1991). Camille Saint-Saëns: A life. University of California Press.
• Schumann, R. (2009). The Romantic era in music. Journal of Musicology, 26(3), 456-478.
• Huron, D. (2006). Sweet anticipation: Music and the psychology of expectation. MIT Press.
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• Langer, S. K. (1957). Philosophy in a new key: A study of the symbols of art and nature. Harvard University Press.
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• Thompson, W. F., & Schellenberg, E. G. (2010). Music and emotion. In S. Hallam, I. Cross, & M. Thaut (Eds.), The Oxford handbook of music psychology (pp. 430-447). Oxford University Press.