engleski

Students' reflections and emotions in the context of the cognitive-emotional approach to listening to music

School has to develop cognitive, emotional and behavioural aspects of student’s personality. Music education contributes to it. Art music helps students gain sensory experience, perception, evaluation, sense for aesthetics, and adequate didactical approaches are required for their development. Although the objective of music listening, according to the current Teaching Curriculum in Croatia is to introduce students to music and to develop criteria for critical and aesthetical music evaluation, it is crucial to tackle this field not only from the cognitive, but also from the emotional perspective. The objective of listening to art music in school is to articulate students’ cultural-artistic point of view, as well as to contribute to their aesthetic education. Understanding and accepting of art music via music listening must follow children’s psychological development through a variety of stimuli and activities, such as: singing, playing, dancing, drama, story-telling, drawing etc. In order to examine the cognitive- emotional approach to music listening, objectives of this study were to explore students’ reflections and motivation induced by listening to art music delivered in two approaches. There were 557 students from 16 primary schools in the study. Half of students were in classes with the cognitive-emotional approach (experimental group), while the other half employed the standard approach (control group). The standard didactical approach comprised analysis mostly of cognitive elements related to musical expression. The cognitive- emotional approach added to the standard theoretical elaboration, the musical and social background of the art work and composer, some performance activities in connection with the piece, multimedia inserts as well as non- musical elements (story-telling, drawing etc.). Both groups filled in questionnaire about music listening three times during the lecture. Students’ reflections to music listening and motivation are compared. The results, either related to students’ liking or to their focus on music listening corroborate the advantages of the cognitive-emotional approach compared to the standard one.

artistic music, cognitive processes, didactics of music, emotional processes, school

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