Chapter 8 is an argument to the many benefits of incorporating music to your presentations. Images and music just work well together according to Dr. Burmark, which cites for instance that all successful movies and tv shows incorporate music. This is so because according to professor Norman Weinberger "[music is necessary] to supply the actual emotional states and feelings [the audience needs] to identify with [the action] and the characters involved." According to the author one of the many benefits of music is that it rarely "elicits a push-back response", unlike for instance a laugh-track in a sitcom. According to the Dr. Burmark, her music changes with her presentations to match their content, and for this reason she really has no theme song for her persona. She also warns about the power of music recommending it to use it wisely and not too rely so heavily on it that the content of your story actually depreciates. Interestingly the author points out that researchers have found that music is not only identified correctly with a particular mood or emotion, but that subjects of these studies have reacted physiologically according to the music's mood. All of this is presented to argue about selecting "positive music"; to select music intentionally. After devoting a good part of this chapter to the emotional effects that music can have (whether positive or negative), the author then continues to talk about the possible effects that music can have in improving test scores. On the subject she states that the following 3 components must happen in order for music to have a positive impact: 1) the music played while taking a test must be the same that was played when the learning happened; 2) the tempo must be the same; 3) it is beneficial if the music mood matches the topic learned.
Dr. Burmark finishes the chapter by reminding us readers that the music doesn't always have to come from us instructors/presenters. She recommends giving students opportunities to share their music collections when appropriate and evaluating their learning through musical means, such as singing about a chapter they read, for instance. And finally, she asks us readers to keep an eye for those individuals with atypical high interest and talents in music.