ABSTRACT

Pupils’ experiences of four music pieces were compared regarding two didactical approaches to music listening in Croatian schools: the predominantly cognitively oriented standard (STA), and the experimental cognitive-emotional (CEA). The research comprised 557 pupils, 10 and 11 years old. After the initial listening to a music piece pupils mostly reported to like its musical components which reflects that listening to music in school is mainly directed toward music-theoretical components of the music. During the central listening pupils’ thoughts were mostly related to the music piece content (e.g. narratives related to the music) and to associations within and out of the music piece context. However, some differences between the two approaches emerged. Depending on the music piece, the more active pupils’ engagement in CEA encouraged reflections about content and/or expressing opinions about the broader context of the music piece.

摘要

比较了学生对四首乐曲的体验，并就克罗地亚学校音乐聆听的两种教学方法进行了比较：主要的认知导向标准 (STA) 和实验认知情绪 (CEA)。该研究包括 557 名 10 岁和 11 岁的学生。在最初听一首乐曲后，学生们大多报告喜欢它的音乐成分，这反映了在学校听音乐主要是针对音乐的音乐理论成分。在中央聆听期间，学生的思想主要与乐曲内容（例如与音乐相关的叙述）以及乐曲上下文内外的关联有关。但是，两种方法之间出现了一些差异。根据乐曲，