Jazz, although chaotic, gives students a break from a highly structured life: "It allows the mind/ body as a whole to feel safe, soothed and energized" (Campbell 194). When kids play jazz, they open up a whole new level of energy. The music allows a student to feel comfortable in the classroom, and soothes the mind while keeping students relaxed and working efficiently. Jazz therefore encourages organization and focus. Within an uncomfortable, "chaotic environment, it sharpens their ability to organize" (194). With a strong emphasis on improvisation, jazz requires a student's thoughts to be organized, as reflected in the classroom. When improvising, a jazz player needs to constantly be thinking about ideas and motifs, almost like they are writing a song each time they improvise. It is impossible to keep improvisation well structured without organization of thoughts. Therefore, jazz not only allows students to become more quick minded, it creates more focused and composed students. Jazz creates a willingness to learn, and sets a mold for organization and understanding in schoolwork.
Listening and playing music stimulates creativity in students. Studies show that "both sides of the brain are used in processing music" (Paget 5). Classical music, because it uses both sides of the brain, emphasizes the individual expression. When both sides of the brain are functioning, students can open themselves up to a new level of self-expression in their work. Playing classical music, similarly, forces students to be unique in how they play a piece. This same creativity translates into schoolwork: students will listen to their teachers' ideas, but will learn to apply those ideas in their work. Students will learn how to show individuality in their work. Similarly, jazz has strong links to self-reflection and expression. Charles Limb, a surgeon who studies the connection between neuroscience and jazz, stated that "'a part of the brain associated with autobiographical self and self-reflection becomes more active in musicians when they are performing'" (Parry 2).
