engleski

Emotional and Preferential Aspects of Student Musical Experience as a Basis for Intercultural Learning

The transfer of emotions through music is immanent to all cultures around the world. This musical function can be analyzed through a series of determinants that from a music piece – the tone system, tempo, rhythm, dynamics, articulation, and the performer who, according to their interpretation, can influence the intensity of the experienced emotion or even completely alter the perceived emotion. In addition to emotions, musical preferences as personal evaluations of the work are an important aspect of the listener’s musical experience that is the foundation for the musical intercultural educational work. The paper explores the influence of age, gender, and knowledge of a musical passage on the experience of emotions and musical preferences. In the research, first and fourth grade elementary school students listened to five songs performed by a children’s choir and five examples of world music, whereby they had to express their experience based on four emotions and their polarities: positive – negative (happy – sad) and active – inactive (excited – calm). Together with the emotion experienced, the students determined their degree of preference of the musical piece, as well as its familiarity Although vocal musical pieces featured lyrics in different world languages, which evocate a specific sound image and meaning separate from the music, the obtained results show that the music dominantly caused emotions in students. The results of the research confirmed the universality of music in emotional expressiveness and lead to the conclusion that the students’ emotional and preferential openness to music surpasses cultural frameworks

emotions, musical preferences, world music, interculturalism

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