Break Point 6.2
I think that the students are trying to describe what most people cannot: the effect that music has not on our minds, but our bodies. Because the mind is not involved in this physiological process, one can only begin to describe why we get "pumped," why our heart rates increase or why our moods change when we hear a certain piece of music. In the conversation in Chapter 6, each student seems to have a different way of describing how music makes them feel, which supports my belief that each student has a unique physiological approach when listening to or performing music that is unlike that of anyone else. As the chapter mentions, there is no true explanation as to why some people get goosebumps when a certain song plays and others do not. Personally, my musical tastes are all across the board, and change
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I listen to rock and punk music when I'm feeling anxious or exercising, soft rock when I am driving in my car on rainy days, and showtunes and pop music when I am in a good mood and feeling expressive. However, I appreciate and enjoy classical music and even some rap and country tunes, and I'd like to think that any piece of music that is intricately written and has a lot of thought put into it is worth praising. I also think that students can receive their own sense of euphoria when they perform with other people, such as when their band seamlessly completes the most difficult of a piece or their choir's chord rings effortlessly throughout a cathedral. As a teacher, I think it is important to activate each student's individualized physiological response by incorporating all types of music into their curriculum, from the most ancient and complex to the most