engleski

The effects of teaching paradigm and previous experiences with listening to classical music on the impression of music listening in solfège classes

Recently, a paradigm for introducing cognitive- emotional music listening (CEML) in solfège classes has been developed. In this paradigm, the multimodal and interdisciplinary approach to a music piece is used (Vidulin & Kazić, 2021). Generally, listening to music is influenced by several factors. For example, children that had more past experiences with emotional listening to classical music react more emotionally to such music (Woody, 2004). Similarly, liking of a particular music piece is predicted by familiarity with its musical style (Madison & Schiölde, 2017). The aim of the study was to examine the factors that influenced the liking of the listened music piece in two types of solfège classes: the standard one (STD) and the one where CEML was implemented. Four hundred twenty-three third graders at music schools (60% female ; Mage = 10.5, SDage = .92) participated in the study. One group attended the STD (N = 216), and the other the CEML solfège class (N = 207). The CEML class was implemented for the first time. In both solfège classes, pupils learned about e minor scale and listened to the 4th movement of Dvořák’s Symphony no. 9 “From the new world”. In the STD class, the piece was listened only at the end of the teaching unit, after teaching about e minor was completed. In the CEML class, as an integral part of learning about e minor scale, the pupils were provided with more information about the piece. They analyzed the piece and discussed it with the teacher. At the end of both classes, the pupils listened to the piece. After listening, they fulfilled two scales constructed for this study: Short scale of music liking (2 items, α = .76) and Experiences with listening to classical music scale (12 items, α = .86). Hierarchical regression analysis showed that gender and age (1st step) were not significant predictors (R2 = .004 ; F(2, 357) = . 78, p = .46), while previous experiences with listening to classical music (2nd step) was a positive predictor (β = .49, p < .001) of liking the piece (R2 = .24 ; F(3, 356) = 38.39, p < .001 ; R2Δ = .24 ; FΔ = 113.12, p < .001). The solfège class type (3rd step) additionally contributed to the explanation of the variance of liking the piece (R2 = .26 ; F(3, 355) = 31.63, p < .001 ; R2Δ = .0.2 ; FΔ = 8.81, p < .001) showing that pupils in the CEML class liked the music more than those in the STD class. We confirmed that previous experiences with listening to classical music influenced liking of such music in the solfège classroom. However, broadening the listening context with CEML paradigm can be used to additionally increase music liking in music school and potentially influence the acquisition of longer-term knowledge.

listening to classical music ; liking the music ; cognitive-emotional music listening ; solfège

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