The correlation between music and individuals is a much studied topic. This literature review will critically evaluate Don Campbell's (1997, p.24) claim that "playing Mozart makes children smarter." This review will examine the history of the Mozart Effect and will also examine a number of sources that support and counter the claim that the Mozart Effect makes children smarter. These statements will be analyzed across three main measures in relation to the Mozart effect: spatial reasoning, arousal and also mood. The idea of ​​the Mozart effect began in 1993 with a study conducted by Rauscher, Shaw & Ky. This study involved 36 universities students performed three different spatial reasoning IQ tasks and for each test they used Mozart's sonata for two pianos in D major or relaxing music was played, silence was also used. The results of this experiment showed that students who listened to Mozart's music performed better on spatial reasoning tests than silence or relaxation music. The results also showed that the impact of Mozart's music was only temporary and lasted only 10-15 minutes. Overall, this study was very basic and had numerous flaws, such as the sample size and also the variety of tests used to examine the impact of music (Rauscher, Shaw & Ky, 1993). In 1997 Don Campbell's book The Mozart Effect popularized the claim that music makes children smarter. This book created public interest in music and brain development. The book uses Rauscher's experiment as an example of what Mozart's music can do, which in this experiment shows a temporary increase in spatial reasoning, but this was mistakenly interpreted by the public as an increase in IQ. The disclosure of...... middle of paper......(3), 248-251. Retrieved from http://www.erin.utoronto.ca/~w3psygs/Thompson2001.pdfHusain, G, Schellenberg, G & Thompson, W. (2002). Effects of tempo and musical modality on arousal, mood, and spatial abilities. Music Perception, 20(2), 151-171. Retrieved from http://www.erin.utoronto.ca/~w3psygs/Husain.pdfJones, S & Zigler E. (2002). The Mozart effect: not learning from history. Applied developmental psychology, 23(3), 355-372. Retrieved from http://www.sciencedirect.com.ezp01.library.qut.edu.au/science/article/pii/S0193397302001132 Rauscher, F. H., Shaw, G. L., & Ky, K. N (1993). Music and performance of spatial tasks. Nature, 365(6447), 611. doi:10.1038/365611a0Sack, K. (1998, January 15). Georgia governor seeks musical start for children. New York Times. Retrieved from http://www.nytimes.com/1998/01/15/us/georgia-s-governor-seeks-musical-start-for-babies.html