AP Photo
Scientists are studying the brain function of jazz musicians to better understand how creativity works.
WASHINGTON, D.C. (Achieve3000, March 10, 2008). In an attempt to increase our understanding of the
provenance of creativity, scientists inspired by music legends Miles Davis and John Coltrane are researching
the brains of jazz musicians. Observing the brain while a musician plays and listens to music, scientists have
discovered, provides a window into one's cognitive functions, from attention to emotion to memory, and those
involved in the booming field of music neuroscience are eager to learn more.
In a recent study of six jazz pianists, scientists compared each musician's brain activity when playing music
from memory with his or her brain activity when improvising new music. The research revealed something
new: Creativity actuates the same regions of the brain as do dreaming, storytelling, and the receiving of
sensations.
"Improvisation always has a sort of magical quality associated with it," said Dr. Robert Zatorre, a pioneer in the
field of music neuroscience. "People think when you're improvising you have some sort of inspiration that's not
measurable," he added.
Dr. Charles Limb of Johns Hopkins University and Dr. Allen Braun of the National Institutes of Health (NIH),
however, found that improvisational creativity is quantifiable—using a Magnetic Resonance Imaging (MRI)
machine.
MRI machines are similar to x-ray machines but do not have the limitations of x-rays, which can produce only
images of bones and other hard materials. The more versatile MRI can provide clear images of soft tissue,
such as that in the brain. An MRI machine can also measure fluctuations in oxygen use and blood flow in
different brain regions. These images tell scientists what part of the brain is working when various tasks are
performed.
Each of the six jazz pianists was scanned by the MRI machine to measure his or her brain activity while
playing. In order to simulate performing at a concert with other musicians, the pianists played along to a
prerecorded jazz quartet accompaniment. The musicians first played music they had memorized prior to the
MRI and then began improvising new music.
MRI scans showed that the creation of new music utilizes the same brain circuitry as does dreaming.
As dreaming commences, a region of the brain called the dorsolateral prefrontal cortex, the area of the brain
responsible for inhibition and careful planning, disengages. As the musicians began improvising, the scientists
watched that region of the brain grow dormant.
In a typical dream state, after the dorsolateral prefrontal cortex turns off, the medial prefrontal cortex, the
region of the brain responsible for self expression, turns on. As the musicians began improvising, the
scientists observed that area of the brain engage. This is the same area of the brain that is, according to Dr.
Braun's earlier research, active during autobiographical storytelling. This is plausible, scientists say, as jazz
improvisation is often likened to musicians telling their own "musical stories."
The musicians also showed heightened sensory awareness while improvising. Regions involved with touch,
hearing, and sight became more active in the act of creation, even though the pianists had not touched or
seen anything different—and the only new sounds they heard were the ones they created.
Scientists hope that by analyzing the relationship between music and brain function, they can develop
treatments for certain brain disorders. Studies have already shown that patients working to regain their speech
after a stroke may improve at an expedited rate if they sing rather than recite. In addition, Dr. Zatorre's team
had discovered correlations between tone-deafness and the reading disability dyslexia.
Next, Limb and Braun want to research other creative brains, such as those of painters or writers, to learn if
the brains of musicians work differently from those in other disciplines.
"We're all creative every day," said Braun. "Are our brains doing the same things?"
The Associated Press contributed to this story.
Directions: Use the UNRAVEL process to answer the questions for the article.
1. Based on information in the article, which best describes the difference between musicians'
brain activity when playing memorized music and when improvising new music?
A. When playing from memory, the area of the brain responsible for inhibition was active, while when
improvising, the area associated with dreaming and storytelling was active.
B. When playing from memory, their dorsolateral prefrontal cortex was disengaged, while when improvising,
their dorsolateral prefrontal cortex was active.
C. When playing from memory, the area of the brain responsible for touch was active, while when improvising,
the area associated with hearing and sight was active.
D. When playing from memory, their brain activity was immeasurable, but when improvising, their brain activity
showed changes in oxygen use and blood flow.
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2. Think about the following statement made by Dr. Allen Braun:
"We're all creative every day. Are our brains doing the same things?"
The author's purpose for including this quote was to __________.
A. Emphasize that future studies into the brains of other creative individuals will help scientists to learn whether
musicians' brains are unique
B. Express doubt as to whether the MRI scans of musicians can really help patients trying to regain their
speech after a stroke
C. Emphasize that even though musicians are creative when improvising, the scans of their individual brains
show activity in different regions
D. Express doubt as to whether there is a correlation between jazz improvisations and the act of dreaming
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3. According to the article, what caused a heightened activity in the musicians' brain regions
involved with touch, hearing, and sight?
A. Their playing along to a prerecorded jazz quartet
B. Their telling of their autobiographical stories to the scientists
C. Their playing of improvised music during the MRI scans
D. Their observation of new images during the MRI scans
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4. The article states:
Observing the brain while a musician plays and listens to music, scientists have
discovered, provides a window into one's cognitive functions, from attention to emotion to
memory, and those involved in the booming field of music neuroscience are eager to learn
more.
Which would be the closest synonym for the word cognitive?
A. Aural
B. Garish
C. Illicit
D. Mental
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5. Which of these statements is contrary to the ideas presented in this article?
A. The Magnetic Resonance Imaging (MRI) machine can produce images of soft tissues in the body, including
the brain.
B. In studying the relationship between music and brain functions, scientists hope they can develop treatments
for some brain disorders.
C. The connection between tone-deafness and the reading disability dyslexia has already been discovered by
Dr. Zatorre's team.
D. In order to learn where creativity comes from, the scientists studied the MRIs of jazz legends Miles Davis
and John Coltrane.
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6. What is the eighth paragraph mainly about?
A. A synopsis of the events that occur in our brains when we choose to disengage from a specific activity
B. A synopsis of all the regions of the brain, including soft tissue, as well as bones and other hard materials
C. A synopsis of the events that occur in our brains when a person engages in a typical dreaming state
D. A synopsis of what happens inside the musicians' brains before and during the creation of new music
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7. Which is the closest antonym for the word expedited?
A. Encumbered
B. Admonished
C. Convened
D. Disregarded
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8. Which of these should not be included in a summary of this article?
A. The potential implications of continued research into creativity and the brain
B. The brain activity that occurs when a musician plays from memory
C. The brain activity that occurs when a musician improvises new music
D. The amount of time it takes for stroke victims to regain their speech
UNRAVEL Reading Strategy
U
Underline the title. Make notes around the title. What do you already know about the topics featured in the
title? What do you predict will likely be in the text? What is most likely the purpose of what you’re about to
read? Texts with simple titles such as “Icebergs” and “Tidal Waves” are likely informative, simply providing
information about that particular topic. However, texts with titles such as “Do Aliens Exist?” or Bill Cosby’s
“Going to the Dentist” might be persuasive or entertaining.
N
Number the paragraphs (or lines, whichever makes more sense). As a prereading strategy, numbering
paragraphs (or lines if not already numbered) makes it easier later whenever you want to go back and find
specific information, especially when answering test questions. This can also help you with parenthetical
citations if page numbers are not available.
R
Read the questions first. If questions follow whatever you’re reading, then another good prereading strategy
is to read the questions first. This will help provide a focus for you whenever you begin reading. Note: If
questions do not follow the text, then a good postreading strategy is to create leveled questions for what
you’ve read. This strategy forces you to go back and consider the text from different perspectives.
A
Are you circling the important words? Circle the important words within the questions and be sure that you
fully understand each question. Make notes as needed. Then, scan the text for significant words. Look for
text features: headings and subheadings, graphs, maps, emphasized words (often in bold print or underlined),
pictures and captions, etc. Just as you did with the title, use these words to make inferences and to provide a
better focus as you read.
V
Venture through the text. Read the text, but be sure to interact with it. Mark it up. Place question marks by
things you don’t understand or want to know more about, and place exclamation marks by things that
surprised you or by predictions that have been validated. Underline or highlight answers to questions,
important words, dates, matter-of-fact phrases, etc.
E
Eliminate choices that make no sense. Multiple-choice tests are usually designed with one or two choices that
are considered distracters, meaning that they will distract you from the correct answer if you did not read
carefully. Mark out these distracters and then consider carefully the choices that are left.
L
Let yourself answer the question, but only do so after you have carefully considered all questions, have
eliminated the distracters, and then have gone back into the text to find evidence that supports the choice
that you believe is the best. Occasionally, you might encounter questions for which there does not seem to
be a correct choice available. On such occasions, remember that the creator of the test is not necessarily
challenging you to find the one accurate answer. Instead, the challenge is to find the best answer among the
available choices.
Answer Key
1.
2.
3.
4.
5.
6.
7.
8.
A
A
C
D
D
D
A
D