Predicting Music Appreciation with Past Emotional Responses to Music
Identifieur interne : 000207 ( Main/Exploration ); précédent : 000206; suivant : 000208Predicting Music Appreciation with Past Emotional Responses to Music
Auteurs : Robert H. Woody ; Kimberly J. BurnsSource :
- Journal of research in music education [ 0022-4294 ] ; 2001-04.
English descriptors
- Teeft :
- Accurate awareness, Assistant professor, Background factors, Classical music, Classroom teachers, Cognitive bases, College students, Component variables, Emotion words, Emotional expression, Emotional response, Emotional response ratings, Emotional responses, Empirical studies, Excerpt, Expression words, Expressive expectations, Expressive qualities, Favorable regard, Favorite style, General agreement, Hargreaves, Likert scale, Little agreement, Mood management, Mozart, Music appreciation, Music appreciation instruction, Music education, Music educators, Musical communication, Musical excerpts, Musical expression, Musical preferences, Musical styles, Past exposure, Past research, Past response, Popular music styles, Present study, Psychologyof music, Researchin, Researchin music education, Sloboda, Tchaikovsky, Various styles, Vivaldi, Young adults.
Abstract
This study is an exploration of the musical backgrounds and beliefs of nonmusicians and the relationship of these variables to music appreciation factors. Subjects were 533 college students enrolled in 17 sections of courses in Music Appreciation and Music for Classroom Teachers. Subjects completed a questionnaire regarding their musical backgrounds, preferences, and beliefs and then heard and responded to four highly expressive classical music excerpts. Data analyses indicated significant relationships between certain musical background factors and responsiveness to classical music. More specifically, past emotional experience with classical music was a reliable predictor of music appreciation, as measured by appropriate recognition of expression and willingness to listen to classical music on one's own time. Implications are drawn regarding approaches for teaching classical music to nonmusicians, including increased focus on expressive qualities in music listening experiences.
Url:
DOI: 10.2307/3345810
Affiliations:
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Burns</name><affiliation><wicri:noCountry code="no comma">Ball State University</wicri:noCountry></affiliation></author></analytic><monogr></monogr><series><title level="j">Journal of research in music education</title><idno type="ISSN">0022-4294</idno><idno type="eISSN"></idno><imprint><publisher>SAGE Publications</publisher><pubPlace>Sage CA: Los Angeles, CA</pubPlace><date type="published" when="2001-04">2001-04</date><biblScope unit="volume">49</biblScope><biblScope unit="issue">1</biblScope><biblScope unit="page" from="57">57</biblScope><biblScope unit="page" to="70">70</biblScope></imprint><idno type="ISSN">0022-4294</idno></series></biblStruct></sourceDesc><seriesStmt><idno type="ISSN">0022-4294</idno></seriesStmt></fileDesc><profileDesc><textClass><keywords scheme="Teeft" xml:lang="en"><term>Accurate awareness</term><term>Assistant professor</term><term>Background factors</term><term>Classical music</term><term>Classroom teachers</term><term>Cognitive bases</term><term>College students</term><term>Component variables</term><term>Emotion words</term><term>Emotional expression</term><term>Emotional response</term><term>Emotional response ratings</term><term>Emotional responses</term><term>Empirical studies</term><term>Excerpt</term><term>Expression words</term><term>Expressive expectations</term><term>Expressive qualities</term><term>Favorable regard</term><term>Favorite style</term><term>General agreement</term><term>Hargreaves</term><term>Likert scale</term><term>Little agreement</term><term>Mood management</term><term>Mozart</term><term>Music appreciation</term><term>Music appreciation instruction</term><term>Music education</term><term>Music educators</term><term>Musical communication</term><term>Musical excerpts</term><term>Musical expression</term><term>Musical preferences</term><term>Musical styles</term><term>Past exposure</term><term>Past research</term><term>Past response</term><term>Popular music styles</term><term>Present study</term><term>Psychologyof music</term><term>Researchin</term><term>Researchin music education</term><term>Sloboda</term><term>Tchaikovsky</term><term>Various styles</term><term>Vivaldi</term><term>Young adults</term></keywords></textClass><langUsage><language ident="en">en</language></langUsage></profileDesc></teiHeader><front><div type="abstract" xml:lang="en">This study is an exploration of the musical backgrounds and beliefs of nonmusicians and the relationship of these variables to music appreciation factors. Subjects were 533 college students enrolled in 17 sections of courses in Music Appreciation and Music for Classroom Teachers. Subjects completed a questionnaire regarding their musical backgrounds, preferences, and beliefs and then heard and responded to four highly expressive classical music excerpts. Data analyses indicated significant relationships between certain musical background factors and responsiveness to classical music. More specifically, past emotional experience with classical music was a reliable predictor of music appreciation, as measured by appropriate recognition of expression and willingness to listen to classical music on one's own time. Implications are drawn regarding approaches for teaching classical music to nonmusicians, including increased focus on expressive qualities in music listening experiences.</div></front></TEI><affiliations><list></list><tree><noCountry><name sortKey="Burns, Kimberly J" sort="Burns, Kimberly J" uniqKey="Burns K" first="Kimberly J." last="Burns">Kimberly J. Burns</name><name sortKey="Woody, Robert H" sort="Woody, Robert H" uniqKey="Woody R" first="Robert H." last="Woody">Robert H. Woody</name></noCountry></tree></affiliations></record>Pour manipuler ce document sous Unix (Dilib)
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