Contribution of Cognitive-Emotional Approach to Music Listening on Students’ Cognitive and Emotional Experience

Sabina Vidulin; Marlena Plavšić

doi:10.4312/mz.56.1.225-241

Authors

Sabina Vidulin Juraj Dobrila University of Pula, Academy of Music, Croatia
Marlena Plavšić Juraj Dobrila University of Pula, Faculty of Humanities, Croatia

DOI:

https://doi.org/10.4312/mz.56.1.225-241

Keywords:

art music, cognitive-emotional approach, experience, multi-modal approach, music listening

Abstract

It was explored whether cognitive-emotional and standard approach to music listening in music teaching contribute to different students’ cognitive and emotional experiences regarding the artworks Masquerade, Wellington’s Victory, Scheherazade, and Pavane. Results reveal advantages of the cognitive-emotional approach, as well different contribution of the four music pieces in fostering music listening.

Downloads

Download data is not yet available.

References

Clark, James M., and Allan Paivio. “Dual Coding Theory and Education.” Educational Psychology Review 3, no. 3 (1991): 149–210. doi:10.1007/BF01320076.

Cvetković, Jelena D., and Miomira M. Đurđanović. “Slušanje savremene muzike kao izazov muzičkog obrazovanja danas.” [“Listening to Contemporary Music as a Challenge of Modern Music Education.”] Teme 38, no. 1 (2014): 317–329.

Egermann, Hauke, Mary Elizabeth Sutherland, Oliver Grewe, Frederik Nagel, Reinhard Kopiez, and Eckart Altenmüller. “Does Music Listening in a Social Context Alter Experience? A Physiological and Psychological Perspective on Emotion.” Musicae Scientiae 15, no. 3 (2011): 307–323. doi:10.1177/1029864911399497.

Hennion, Antoine. “Listen!” MAiA – Music and Arts in Action 1, no. 1 (2008): 36–45.

Jewitt, Carey, and Gunther Kress. Multimodal Literacy. New York: Peter Lang, 2003.

MacDonald, Raymond A. R., David J. Hargreaves, and Dorothy Miell, eds. Musical Identities. Oxford: Oxford University Press, 2002.

Martinović, Vera, and Sabina Vidulin. “Umjetnička glazba i oblikovanje kulturnoga identiteta učenika.” [“Classical (art) music and shaping of pupils’ cultural identity.”] Školski vjesnik: Časopis za pedagogijsku teoriju i praksu 64, no. 4 (2015): 573–588.

Mayer, Richard. E. Multimedia Learning. New York: Cambridge University Press, 2001.

Mayer, Richard. E. “Should There Be a Three-Strikes Rule against Pure Discovery Learning?” American Psychologist 59, no. 1 (2004): 14–19. doi:10.1037/0003-066X.59.1.14.

Mayer, Richard E., and Roxana Moreno. “Nine Ways to Reduce Cognitive Load in Multimedia Learning.” Educational Psychologist 38, no. 1 (2003): 43–52. doi:10.1207/S15326985EP3801_6.

Moreno, Roxana, and Richard E. Mayer. “Interactive Multimodal Learning Environments.” Educational Psychology Review 19, no. 3 (2007): 309–326. doi:10.1007/s10648-007-9047-2.

Paivio, Allan. Mind and Its Evolution: A Dual Coding Theoretical Approach. New York: Psychology Press, 2014. doi:10.4324/9781315785233.

Picciano, Anthony G. “Blending with Purpose: The Multimodal Model.” Journal of Asynchronous Learning Networks 13, no. 1 (2009): 7–18. doi:10.24059/olj.v13i1.1673.

Požgaj, Joža. Metodika nastave glazbene kulture u osnovnoj školi. [Didactics of music teaching in compulsory school.] Zagreb: Školska knjiga, 1988.

Prendergast, Monica, Peter Gouzouasis, Carl Leggo, and Rita L. Irwin. “A Haiku Suite: The Importance of Music Making in the Lives of Secondary School Students.” Music Education Research 11, no. 3 (2009): 303–317. doi:10.1080/14613800903144262.

Ministarstvo znanosti i obrazovanja. “Kurikulum za nastavni predmet Glazbene kulture za osnovne škole i Glazbene umjetnosti za gimnazije u Republici Hrvatskoj.” [“Curriculum for the Subject Music Culture for Compulsory Schools and Music Art for Gymnasium in the Republic of Croatia.”] Accessed May 14, 2020. https://narodne-novine.nn.hr/clanci/sluzbeni/2019_01_7_151.html.

Ministarstvo znanosti i obrazovanja. “Nacionalni okvirni kurikulum za predškolski odgoj i obrazovanje te opće obvezno i srednjoškolsko obrazovanje.” [“National Curriculum Framework for Preschool Education and General Compulsory and Secondary Education.”] Accessed October 20, 2018. http://mzos.hr/datoteke/Nacionalni_okvirni_kurikulum.pdf.

Ministarstvo znanosti, obrazovanja i športa. Nastavni plan i program. [Teaching Curriculum.] Zagreb: Ministarstvo znanosti, obrazovanja i športa, 2006.

Radoš, Ksenija. Psihologija muzike. [Psychology of Music.] Beograd: Zavod za udžbenike, 2010.

Rojko, Pavel. Metodika nastave glazbe: Teorijsko-tematski aspekti. [Didactics of Music Teaching: Theoretical-Thematic Aspects.] Osijek: Sveučilište Josipa Jurja Strossmayera, Pedagoški fakultet, 1996.

Sankey, Michael, Dawn Birch, and Michael Gardiner. “Engaging Students through Multimodal Learning Environments: The Journey Continues.” In Proceedings ASCILITE 2010: 27th Annual Conference of the Australasian Society for Computers in Learning in Tertiary Education; Curriculum, Technology and Transformation for an Unknown Future, 852–863. University of Queensland, 2010.

Vidulin, Sabina. “Propitivanje ostvarenja cilja nastave glazbe u kontekstu vremena glazbene hiperprodukcije.” [“The Questioning of Goal Achievement in Teaching Music at the Time of Musical Overproduction.”] Arti Musices 44, no. 2 (2013): 201–226.

Vidulin, Sabina, Marlena Plavšić, and Valnea Žauhar. “Usporedba spoznajnog i emocionalnog aspekta slušanja glazbe u glazbeno-pedagoškom kontekstu osnovne škole.” [“A Comparison Between the Cognitive and Emotional Aspects of Music Listening in the Context of Primary School Music Teaching.”] Metodički ogledi 26, no. 2 (2019): 9–32. doi:10.21464/mo.26.2.4.

Vidulin, Sabina, and Davorka Radica. “Spoznajno-emocionalni pristup slušanju glazbe u školi: teorijsko polazište.” [“Cognitive-emotional Approach to Listening to Music in School: A Theoretical Starting Point.”] In Glazbena pedagogija u svjetlu sadašnjih i budućih promjena 5, edited by Sabina Vidulin, 55–71. Pula: Sveučilište Jurja Dobrile u Puli, 2017.

Yu, Pao-Ta, Yen-Shou Lai, Hung-Hsu Tsai, and Yuan-Hou Chang. “Using a Multimodal Learning System to Support Music Instruction.” Journal of Educational Technology & Society 13, no. 3 (2010): 151–162.