engleski

Evaluation of the Cognitive-Emotional Approach in Listening to Music in Croatian General Education Setting

Listening to music is an integral part of the Croatian curriculum for teaching music and can be described as cognitive or analytical listening. It is oriented towards music analysis with tasks prescribed before listening to music. Although cognitive listening is an essential component in music classes, listening to music should be emotionally directed. Emotional listening includes evaluative assessment of (dis)liking and expression of feelings while listening. Pupils spontaneously react to music and often communicate their response to music in a number of musical ways: through movement, dancing, singing, playing instrument, with creative ideas so encouraging a multimodal approach to listening could serve to enhance the experience. In this paper the cognitive-emotional listening to music will be described and the results from the research project carried out in Croatian schools in which compared two pedagogical approaches to listening to music will be shown. Thirty music classes in 16 general schools across 12 Croatian towns participated in this research. In all 557 fifth grade pupils (49% boys and 51% girls) participated with an average age of 10.7 years (SD = 0.80). For the purpose of the study one questionnaire was prepared for all pupils, and it comprised YES/NO, open-ended, multiple choice questions and rating scales. Quantitative and qualitative approaches to data analysis were adopted. The results showed the advantage of the cognitive-emotional approach over the standard one with its multimodal teaching context. The use of musical and non-musical activities and stimuli increased the pupils’ participation and helped them to become some sensitive to the music and in music understanding. Moreover, the results show that pupils following the cognitive-emotional approach demonstrated a more pronounced emotional experience in listen to classical music. This resulted in a greater affinity with the music they heard and a motivation to listen to these pieces again during their free time.

Listening to music, general school, pupils, cognitive aspect, emotional aspect

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