How Music Shapes Our Feelings, Choices, and Daily Life What is an Aesthetic Experience? Have you ever listened to a song and felt ecstatic (happy), sad, or even inspired? That feeling is part of what we call an aesthetic experience. It is our emotional and mental response or reaction to music. Traditionally, people thought aesthetics was only about great works of art or classical music. But in reality, our daily experiences or interactions with everyday music, like humming a tune, vibing to a song on TikTok, or listening to the radio, are just as important and considered as valuable aesthetic experiences (Shusterman, 1992). Why Do We Like Certain Music? A psychologist named Daniel Berlyne (1971) discovered that our music taste is influenced by three main things: 1. Familiarity - We often like songs we’ve heard before. We like songs that ring a bell or sound familiar 2. Complexity - Some people love simple melodies, while others enjoy intricate or complex/jazzy compositions. 3. Novelty - A fresh, unique sound can excite, tickle our fancy or keep us intrigued. That’s why some people prefer Afrobeat, others love jazz, and some enjoy K-pop. It all depends on how our brains respond to these elements! How Society Influences Our Music Preferences? Music is not just about sound, it reflects the world around us. The way we experience music is shaped by social norms, traditions, and even the people we hang out with (Bourdieu, 1984). In some cultures, classical music is seen as prestigious, while pop and hip-hop might be considered rebellious or youthful. Family and friends influence our choices. Kids who grow up in a home filled with "gospel music" or "rhythm & blues" may naturally prefer it. Social expectations about gender can also shape what instruments people learn. For instance, the violin is often associated with girls, while drums are seen as more “masculine” (Green, 1997). Correcting these gender-based biases and their limitations is an ongoing effort or enlightenment among music teachers and adults in society. Same Music, Different Meaning: Did you know the same song can mean different things depending on where and how it is played? This is called contextual meaning. A national anthem can make people feel patriotic at a sports event but remind others of oppression in a historical setting. A love song can feel romantic when played at a wedding but evoke sadness after a breakup. This shows that music is not just about sound, it’s about personal and cultural experiences (Small, 1998). This understanding helps guide song selection for appropriateness. Music and Emotions: How We Adapt Music helps us manage emotions. Music can do the following: I. Motivate us (e.g., workout playlists to boost energy, or help us wade through a difficult task or moment) II. Calm us down (e.g., lullabies for babies) III. Express feelings (e.g., protest songs for activism, or help us profess our love to our loved ones) IV. Music therapy research proves that music can reduce stress and improve mental health (Koelsch, 2014). That’s why schools and therapists use it to help kids and adults with anxiety, trauma, and learning difficulties. Why This Matters (Relevance) for Music Education? 1. Music learning should not only focus on formal lessons (like classical training) but also on real-life experiences or how people naturally engage with music in their daily lives. 2. Music teachers should blend structured lessons with everyday listening habits (e.g., analyzing popular songs alongside classical pieces). 3. Understanding how social and emotional factors shape music appreciation can help educators create inclusive and engaging learning experiences (Jorgensen, 2003). Summarily, music is not just entertainment, it’s part of how we feel, connect, and express ourselves. By understanding its social and emotional impact, we can appreciate music more deeply, whether we’re learning, teaching, or simply enjoying a good song. — Joseph Adeleye References: Berlyne, D. E. (1971). Aesthetics and Psychobiology. Appleton-Century-Crofts. Bourdieu, P. (1984). Distinction: A Social Critique of the Judgement of Taste. Harvard University Press. Green, L. (1997). Music, Gender, Education. Cambridge University Press. Koelsch, S. (2014). “Brain and Music: A Lifespan Perspective.” Trends in Cognitive Sciences, 18(3), 131-137. Jorgensen, E. R. (2003). Transforming Music Education. Indiana University Press. Shusterman, R. (1992). Pragmatist Aesthetics: Living Beauty, Rethinking Art. Blackwell. Small, C. (1998). Musicking: The Meanings of Performing and Listening. Wesleyan University Press. #musiceducation #sociopsychologyofmusic #interdisciplinarylearning #collsmusicacademy