By Cathryn Jijon and Ingrid Watts
Below is an analysis
of our research in Harper Memorial Library regarding the music enjoyed in
study, in leisure, and in social groups, as well as the connection between
music and social justice.
The first main question of our survey reads, “If you listen
to music when you study, what kind of music are you listening to right now? Is
it different from the music you listen to for fun, when you aren’t studying?”
The distribution is as follows: Fifty-five students listen
to music while studying. Of these, twenty-two listen to music while studying that
is different than the music they would listen to otherwise. Eleven students do
not listen to music while studying.
It is difficult to quantify the responses of the twenty-two
who listen to different music for study than for leisure. Initially, we tried
dividing the responses up based on musical preference; this was increasingly
problematic, however, as most of the responses overlapped. Generally, students
indicate a preference for listening to music that is not distracting,
specifically with regard to lyrics. Most respondents indicate that they
listened to classical, instrumental, or ambient music in order to avoid lyrical
distractions, citing the lack of lyrics as what draws them to the genre for
studying purposes. Some example responses are:
“Slow, quiet, mostly with lyrics
that aren’t so provocative. A lot of the songs I listen while studying don’t
have lyrics (i.e. classical, edm, etc). Yes it’s different”
“Typically when studying I listen
to classical piano music, or ambient music. Typically anything without lyrics.
For fun, I enjoy pop, rock, and some Broadway.”
“Classical or generally mellow
music. Yes, I listen to more rap and lyric based music normally”
“Don’t listen to music unless it’s
classical/no lyrics. It’s different from other music I listen to (having words
in music when I study interferes w/ my concentration”
One thing we find particularly interesting is that four
students indicate an affinity for international music when studying. While
other students find lyrics generally distracting, these students find lyrics in
another language to be helpful when studying. Writes one student, “I listen to
music in a language I don’t know while I study, like French or Spanish.”
Sixty percent of the students who listen to music while
studying play the same music as they would in other settings. The range of
genre is quite comprehensive. It includes indie, rock, folk, alternative, edm,
techno, jazz, pop, country, oldies, classical, house, trance, bossa nova, rap, R&B,
and soul. Many who list examples of the music they listen to cite multiple
types as opposed to a single genre.
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Here is the numerical distribution for our second question, “Is
the type of music you listen to when you are alone different from the type of
music you listen to when you are with other people?”: for thirty-five students,
it is different, for sixteen students it is not different, and for fifteen students
it is sometimes different, but not always notably.
Of the thirty-five students who listen to different music
when they are alone and when they are with other people, all of them express a
certain awareness of others musical tastes. One first year writes, “If I listen
to music with people, we switch off who choses the songs - I try to play things
we’ll both enjoy.” These tend to be “shared favorites.”
Multiple respondents consider the social setting and context
in which the music is played, choosing music that matches the mood of their
peers. Often, this music is more “exciting,” “upbeat,” and “energetic” than the
music students listen to in their own time and space. Some describe it as
“standard,” consisting of “current hits” (specifically pop and rap hits), and -
in terms of one musician - “mundane.” When alone, a few students listen to music
that is slower, more “mellow,” and more “emotional” than the music they would
listen to in a social setting.
A striking proportion of respondents are aware that they
personally enjoy specific genres of music that their peers do not. These genres
include classical, jazz, alternative, indie, folk, and Christian. One student
states that his personal choice in music is “weird” and “doesn’t go over so
well in groups.” Another calls the music he listens to in private
“embarrassing.”
Of the fifteen students who are on the fence about whether
or not their tastes in music changed when listening to music with friends,
seven individuals state that their musical preferences in groups depend on the
situation (some examples of the responses that indicate a concern for the
situation are: “I cater to the tastes of the group,” “depends on the setting
and occasion,” “depends on the ppl [sic] I’m with and how well I know them,”
etc.). Five others state that the music they play becomes more upbeat when with
others, and write that the music they listen to is “louder” and “more upbeat.”
The remaining three individuals responses are:
“Somewhat,
yes.”
“Sometimes,
I usually listen to classical music when by myself”
“Sometimes,
but mostly same if for fun”
These responses are difficult to categorize.
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In regards to our final question, “Do you think there is a
connection between music and social justice?” twenty students responded no,
four were unsure, and forty-two (sixty-four percent) responded yes. It is
fascinating to view the different ways that students responded in the
affirmative. Quite a few students consider music a catalyst for change and
agent for promoting progressive ideas by calling attention to societal issues
of injustice and what we should be doing to solve them. It reflects population
struggles and influences our cultural and political values and norms. In a
sense, music “defines” us. Student cite specific instance examples for which
this is true, including music from the civil rights movement and protests of
the 1960s and 1970s, along with artists such as Fela Kuti, Paul Simon
(“Graceland”), Sam Cooke (“A change is gonna Change”), and Tracy Chapman.
Many respondents suggest that music has an emotional appeal.
One student states, “When the body feels captivated by injustice, music can
uplift the soul.” Another writes, “It communicates feelings of identity, power,
and resistance.” The music we listen to implicitly shapes our attitudes.
An extremely important quality of music is its ability to
facilitate assembly and act as a connective force between different types of
people. Ultimately, “Music invites people into conversations on social justice,
no matter who they are or what their connection to the issue is, because music
is an equalizer that appeals of people of many perspectives.” Remarkably, music
“expresses our most fundamental attitudes toward life and humanity.” By finding
justice within it, whether in lyrics or in the context in which it is played,
the human soul is affected at a very deep level and becomes thirsty for
positive social change.
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