%0 Journal Article
%T A comparison between the cognitive and emotional aspects of music listening in the context of primary school music teaching
%A Plav£¿i£¿
%A Marlena
%A Vidulin
%A Sabina
%A £¿auhar
%A Valnea
%J -
%D 2019
%R 10.21464/mo.26.2.4
%X Sa£¿etak 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 Faur¨¦¡¯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
%K music listening
%K musical pieces
%K teaching musical culture
%K standard approach
%K cognitive-emotional approach
%U https://hrcak.srce.hr/index.php?show=clanak&id_clanak_jezik=345395