Global Journal of Human-Social Science, A: Arts and Humanities, Volume 23 Issue 5

the song is world wide known as Yesterday , one of the most iconic compositions in music history, with remarkable cultural impact and one of the most covered songs ever. The scientific example is provided by chemist August Kekulé. He was trying to understand the structure of benzene, but he was not able to find the right explanation. It is said that he found out that the structure was a hexagonal ring of six tetravalent carbon atoms due to a dream in which a snake was eating its own tail. That snake was the inspiration for the right explanation (12) , leading to the illumination stage. Verification is the latest stage. Of course in science you have to check whether your proposal is right or wrong, if the mathematical demonstration serves its purpose, if the experiment can explain the phenomena. In music, you have to check if everything is in the right place, in the right section, in a coherent way, with a heartfelt melody, with the right rhythm, dynamics and harmony, until you get the balanced mix in the master. At this point, you really think “it works!”. Divergent thinking is a distinctive sign of creativity. And frequently interdisciplinarity enhances creativity. Flexibility and insight processes are needed in music and science, to change the way you are thinking about something or to change a melody in order to start improvising. Music and physics demand also to be focused on what you are doing, paying attention and keeping your concentration. Curiosity, sensibility, passion, logical thinking and discipline, a lot of discipline. That is why music and physics are that far and that close at the same time. Both use common psychological processes and demand similar things. IV. M usic, P hysics and A dolescents And it has important implications for adolescents. From a psychological point of view, they can make reckless decisions or fall into risky behaviours due to the fact that the executive functions are not completely operative. But we can help as teachers, parents, adults. And one way of helping them is not consuming a song but listening to it carefully. In the lowest stage we can lead adolescents to discover all the things behind a song, not just listening and overlooking it. We can analyze the meaning of the lyrics, the structure, the instruments involved, the counterpoint details, the harmony, the rhythms, the dynamic effects or any kind of resource in the song. In a medium stage, we can go even further if the song has no lyrics or it is classical music. Beethoven and his seventh symphony, for example. And the highest stage would be to try to play something from the song analyzed. Maybe by using the same harmony or harmonic rhythm, for example. Going through such activities we are promoting curiosity, keeping our attention in taking care of tiny details, as the description of reality demands through physics. They are ready to learn physics because they develop part of the scientific method inside. And they are able to enjoy music and physics, motivating them to dive deeply into physics. V. A B rief E xample on B ach Fig. 1: Bars 1-6 Volume XXIII Issue V Version I 59 Global Journal of Human Social Science - Year 2023 ( ) A © 2023 Global Journals Harmonizing Minds: Exploring the Interplay of Music and Physics to Enhance Cognitive Processes in Adolescents between the spiritual and the sensual life (11) . By the way, The frontal lobe is not completely myelinated until the almost the end of the first two decades of life. We are going to analyze the fugue nº2 (BWV 847) from Bach's Well tempered clavier (1722). It is a three part fugue in key of C minor, developed in a contrapuntal technique. As we can see in Fig 1, the two bars main theme ( subject ) appears absolutely alone, with no other voicing. This theme is exposed in C minor and the response is exposed in a different pitch, G minor, a related key. This is the beginning of the exposition section.