There is something to be said here for music and for 12-20 year olds (to wit: adolescents).
Music itself is often remarked upon and seen as a distinct form of cognitive process - that is, it is often regarded as distinct from other thought-processes - native to itself. Most remarkably,
Gardner recognizes Musical intelligence as a distinct facet of (only) seven realms of intelligence. It is a mode of understanding that seems to defy the constraints of typical thought (e.g. logic) - even the word "Music" is derived from the Grecian "Muse:" something inspired by heavenly process (and as such, separated from the typical, mortal constraints of thought).
To my mind, in humans, there is thought and there is emotion - and the one can not rightly discern the other. Music appeals to our emotive side - it affects us in a way that can not be reasoned in the way that ideas can. This renders a medium that is both powerful and ellusive.
Now, combine that with adolescence.
Maslow notes members of this age group as those looking to esteem the self.
Piaget recognizes this same age-group as comprising those in the throes of forming their own foundational ideologies and bases for world/life - view.
This confluence renders music as a powerful and, IMHO,
necessary component of anyone's phenomenological journey.