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Scientific paper - Original scientific paper
A comparison between the cognitive and emotional aspects of music listening in the context of primary school music teaching
Metodički ogledi : časopis za filozofiju odgoja, 26 (2019), 2; 9-32. https://doi.org/10.21464/mo.26.2.4
Vidulin, Sabina; Plavšić, Marlena; Žauhar, Valnea

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Vidulin, S., Plavšić, M. & Žauhar, V. (2019). A comparison between the cognitive and emotional aspects of music listening in the context of primary school music teaching. Metodički ogledi : časopis za filozofiju odgoja, 26. (2), 9-32. doi: 10.21464/mo.26.2.4

Vidulin, Sabina, et al. "A comparison between the cognitive and emotional aspects of music listening in the context of primary school music teaching." Metodički ogledi : časopis za filozofiju odgoja, vol. 26, no. 2, 2019, pp. 9-32. https://doi.org/10.21464/mo.26.2.4

Vidulin, Sabina, Marlena Plavšić and Valnea Žauhar. "A comparison between the cognitive and emotional aspects of music listening in the context of primary school music teaching." Metodički ogledi : časopis za filozofiju odgoja 26, no. 2 (2019): 9-32. https://doi.org/10.21464/mo.26.2.4

Vidulin, S., Plavšić, M. and Žauhar, V. (2019) 'A comparison between the cognitive and emotional aspects of music listening in the context of primary school music teaching', Metodički ogledi : časopis za filozofiju odgoja, 26(2), pp. 9-32. doi: 10.21464/mo.26.2.4

Vidulin S, Plavšić M, Žauhar V. A comparison between the cognitive and emotional aspects of music listening in the context of primary school music teaching. Metodički ogledi : časopis za filozofiju odgoja [Internet]. 2019 [cited 2024 November 15];26(2):9-32. doi: 10.21464/mo.26.2.4

S. Vidulin, M. Plavšić and V. Žauhar, "A comparison between the cognitive and emotional aspects of music listening in the context of primary school music teaching", Metodički ogledi : časopis za filozofiju odgoja, vol. 26, no. 2, pp. 9-32, 2019. [Online]. Available at: https://urn.nsk.hr/urn:nbn:hr:186:206037. [Accessed: 15 November 2024]

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Metadata
Title (english)A comparison between the cognitive and emotional aspects of music listening in the context of primary school music teaching
Title (croatian)Usporedba spoznajnog i emocionalnog aspekta slušanja glazbe u glazbeno-pedagoškom kontekstu osnovne škole
AuthorSabina Vidulin
AuthorMarlena Plavšić
AuthorValnea Žauhar
Author's institutionUniversity of Rijeka
Faculty of Humanities and Social Sciences
Scientific / art field,
discipline and subdiscipline		SOCIAL SCIENCES
Interdisciplinary Social Sciences
Abstract (english)
The purpose of music listening in school is to shape students’ world view regarding culture and arts, as well as to contribute to their aesthetic education. In Croatian compulsory education, the ‘standard model’ is used, which focuses on the cognitive dimension. In order to increase attention, motivation, listening habits, and acceptance of artistic music, a cognitive-emotional approach is suggested that connects musical and extra-musical content in multiple modalities. The aim of the study was to compare the effects of the cognitive-emotional approach versus the standard approach to music teaching on the cognitive and emotional aspects of music listening. 557 students from 30 fifth-grade classes participated in the research. They listened to Khachaturian’s Masquerade, Beethoven’s Wellington’s Victory, Rimsky Korsakov’s Scheherazade, and Fauré’s Pavane, as well as answered questions related to the cognitive and emotional aspects of music listening. Fifteen classes used the standard approach, while the other fifteen used the cognitive-emotional approach. Student responses generally did not differ in the cognitive aspect. In the emotional aspect, Scheherazade and Pavane engendered somewhat more intense dominant emotions when the cognitive-emotional approach was used.
Abstract (croatian)
Cilj je slušanja glazbe u školi oblikovati kulturno-umjetnički svjetonazor učenica i učenika te doprinijeti njihovom estetskom odgoju. U hrvatskim osnovnim školama realizira se prema tzv. standardnom modelu kojemu je težište na spoznajnoj dimenziji. Kako bi se povećali pozornost, motivacija, slušalačke navike i prihvaćanje umjetničke glazbe, predlaže se spoznajno-emocionalni pristup koji višemodalno povezuje glazbene i izvanglazbene sadržaje. Cilj istraživanja bio je usporediti utjecaje spoznajno-emocionalnog i standardnog pristupa u nastavi glazbene kulture na spoznajni i emocionalni aspekt slušanja glazbe. Sudjelovalo je 557 učenika i učenica iz 30 petih razreda. Slušali su Hačaturjanovu Maskaradu, Beethovenovu Wellingtonovu pobjedu, Rimski Korsakovljevu Šeherezadu i Fauréovu Pavanu te odgovarali na pitanja vezana za spoznajni i emocionalni aspekt slušanja glazbe. Petnaest razreda imalo je nastavu po standardnom, a 15 razreda po spoznajno emocionalnom pristupu. U spoznajnom aspektu odgovori učenika i učenica uglavnom se nisu razlikovali. U emocionalnom aspektu, u Šeherezadi i Pavani nešto su intenzivnije doživljavane dominantne emocije kada je bio primijenjen spoznajno-emocionalni pristup.
Keywords (english)
Keywords (croatian)
Languageenglish
Languagecroatian
Publication typeScientific paper - Original scientific paper
Publication statusPublished
Peer reviewPeer review
Publication versionPublished version
Journal titleMetodički ogledi : časopis za filozofiju odgoja
Numberingvol. 26, no. 2, pp. 9-32
p-ISSN0353-765X
e-ISSN1848-2325
DOIhttps://doi.org/10.21464/mo.26.2.4
URN:NBNurn:nbn:hr:186:206037
Publication2019
Document URLhttps://hrcak.srce.hr/237830
Type of resourceText
Access conditionsOpen access
Terms of useLicence In copyright icon
Created on2020-07-03 07:11:16