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

Even though the main theme appears in bar 20 in the original key, there are still some episodes going on, until bar 26, which is the last real exposition. The theme at the end of the sheet is not relevant in terms of the structure. In fact is a section that does not contribute anything new, but the end of the score. This is the coda section in Fig 4. Fig. 4: Bars 26-31. This is a very brief example. Nothing has been said about the tricks Bach uses in order to build three different melodies working together or the development of the episodes (a micro-view is needed). Observe that we said very little about anything related to the sheet except how to follow the main melody. We briefly named some different sections in a fugue (macro-view). The first time you hear this wonder you probably do not know what is going on and maybe you think it is getting more and more confusing. There is a very analytical view of this score and we could keep on digging. This is the kind of incantation that is common in the marvelous worlds of physics and music. You can discover not only the beauty of it but also the beauty of its form, the laws, the rules running behind. You can find it in an analytical way and this way of thinking in music is very close to the way of thinking in physics. VI. C onclusion In music and physics there are tiny details, beauty, order, a treatment of big and small systems in structured laws. We manage all these things through the executive functions. Playing an instrument and solving physics problems use common brain structures, specially the left dorsolateral prefrontal cortex. If both activities are reinforcing neural tracts in that area and among the frontal lobe (executive functions) and the limbic system (motivations) and producing more connections among neurons, we find a very plausible explanation for the fact that many physicists in the History of Science were good at music and science. Mixing music and physics in their lives they probably found a way to develop their reasoning skills, critical thinking, creativity and love for Science. The educational implications must be considered as a natural way of involving students into the wonderful world of physics by analyzing the music they like and inviting them to discover the beauty of music they would not have listened to without the role of the adult. They enhance their executive functions, reasoning skills, critical thinking and creativity. R eferences R éférences R eferencias 1. Bartlett EL. The organization and physiology of the auditory thalamus and its role in processing acoustic features important for speech perception. Brain Lang. 2013 Jul; 126(1): 29-48. doi: 10.1016/j. bandl.2013.03.003. PMID: 23725661; PMCID: PMC3 707394. 2. Damasio, A. (2003). Looking for Spinoza: Joy, Sorrow, and the Feeling Brain. Orlando, FL: Harcourt. 3. Levitin, D. J. (2006). This Is Your Brain on Music . Penguin. 4. Oldfield, M. (2010). Changeling: The autobiography of Mike Oldfield . Virgin Digital. 5. Chabin T, Gabriel D, Comte A and Pazart L (2022) Audience Interbrain Synchrony During Live Music Is Shaped by Both the Number of People Sharing Pleasure and the Strength of This Pleasure. Front. Hum. Neurosci. 16:855778. doi: https://doi.org/10. 3389/fnhum.2022.855778 6. Jarrett, K. (1975). Memories of tomorrow. On Album The Koln Concert [CD]. Koln: ECM. 7. Bartley, J.E., Riedel, M.C., Salo, T. et al. Brain activity links performance in science reasoning with conceptual approach. npj Sci. Learn. 4, 20 (2019). https://doi.org/10.1038/s41539-019-0059-8 Volume XXIII Issue V Version I 61 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