CE  Vol.8 No.15 , December 2017
Arts and Scholastic Performance
Author(s) Arnaud Cabanac
Pleasant environmental music during an academic test helped students to overcome stress. As a result the grades they obtained were higher. It was also demonstrated that students selecting music as optional course performed better, than music-less control students over three consecutive years. Yet, there remained ambiguities as for the causes of the higher test performance of these students. Our study confirmed a Mozart effect, and further showed a latency of two to three years for such a positive influence to take place, suggesting that it is the practice of music itself that helps cognition. We showed also that other art courses, when freely chosen, have similar positiveinfluences on students’ performances, illustrating that the principles of learning are linked to hedonism and to will effort in a more general manner.
Cite this paper
Cabanac, A. (2017) Arts and Scholastic Performance. Creative Education, 8, 2393-2399. doi: 10.4236/ce.2017.815163.
[1]   Cabanac, A., Perlovsky, L., Bonniot-Cabanac, M. C., & Cabanac, M. (2013). Music and Academic Performance. Behavioural Brain Research, 256, 257-260.

[2]   Cabanac, M. (1992). Pleasure: The Common Currency. Journal of Theoretical Biology, 155, 173-200.

[3]   Cabanac, M. (2002). What Is Emotion? Behavioural Processes, 60, 69-83.

[4]   Cabanac, M. (2010). The Fifth Inluence. The Dialectics of Pleasure. Bloomington, IN: iUniverse, ISBN 978-1-4401-8836-7, 284 p.

[5]   Cabanac, M., Cabanac, R., & Hammel, H. (2011). Consciousness: The Fifth Influence. Journal of Cosmology, 14.

[6]   Cabanac, M., Guillaume, J., Balaskó, M., & Fleury, A. (2002). Pleasure in Decision Making Situations. BMC Psychiatry, 29, 2-7.

[7]   Chen, P., Chavez, O., Ong, D. C., & Gunderson, B. (2017). Strategic Resource Use for Learning: A Self-Administered Intervention That Guides Self-Reflection on Effective Resource Use Enhances Academic Performance. Psychological Science, 6, 74-785.

[8]   Corrigall, K. A., Schellenberg, E. G., & Misura, N. M. (2013). Music Training, Cognition, and Personality. Frontiers in Psychology, Auditory Cognitive Neuroscience, 222, 1-10.

[9]   Eerola, P. S., & Eerola, T. (2013). Extended Music Education Enhances the Quality of School Life. Journal Music Education Research, 16, 88-104.

[10]   European Commission (2017). Culture and Education, Press Release Data Base, Update 20 Feb. 2017.

[11]   Gouzouasis, P., Guhn, M., & Kishor, N. (2007). The Predictive Relationship between Achievement and Participation in Music and Achievement in Core Grade 12 Academic Subjects. Music Education Research, 9, 81-92.

[12]   Kokkidou, M., Tsakiridou, E., & Geka, M. (2008). Correlation between Music Studies and School Competence: Field Research. In M. Argyriou (Eds), Current Trends and Dynamics of School Psychology in Education and Music Pedagogy (pp.172-179). Athens: Diaplasi.

[13]   Lacourse Munteau, D. (2012). Aristote on Pleasure and Learning. In N. Seel (Eds), Encyclopedia of the Sciences of Learning (pp 312-313). Berlin : Springer.

[14]   Ovsich, A. (2017). Mathematical Models of Desire, Need, Attention, and Will Effort. In: J. Vallverdú, M. Mazzara, M. Talanov, S. Distefano, & R. Lowe (Eds), Advanced Research on Biologically Inspired Cognitive Architerctures (Chapt-9, pp. 177-213). ISBN 9781522519478.IGI Global, USA.

[15]   Perlovsky, L. I. (2011). Music, Cognitive Function Origin and Evolution of Musical Emotions. WebmedCentral Psychology, 2, WMC001494.

[16]   Perlovsky, L. I. (2013). A Challenge to Human Evolution—Cognitive Dissonance. Frontiers in Psychology, 4, 179.

[17]   Perlovsky, L., Cabanac, A., Bonniot-Cabanac, M. C., & Cabanac, M. (2013). Mozart Effect, Cognitive Dissonance, and the Pleasure of Music. Behavioural Brain Research, 244, 9-14.

[18]   Theron, J. A. L. (2009). Learning Is a Pleasure: A Practical Guide to Successful Learning. BrookBaby Publisher. ISBN 9781626751842.