Academic Journal
Listening and Musical Engagement: An Exploration of the Effects of Different Listening Strategies on Attention, Emotion, and Peak Affective Experiences
| العنوان: | Listening and Musical Engagement: An Exploration of the Effects of Different Listening Strategies on Attention, Emotion, and Peak Affective Experiences |
|---|---|
| اللغة: | English |
| المؤلفون: | Diaz, Frank M. |
| المصدر: | Update: Applications of Research in Music Education. May 2015 33(2):27-33. |
| الاتاحة: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 7 |
| تاريخ النشر: | 2015 |
| نوع الوثيقة: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Music, Music Education, Music Teachers, Learner Engagement, Listening, Music Activities, Attention, Attention Control, Goal Orientation, Listening Skills, Emotional Response, College Students, Measures (Individuals), Questionnaires, Likert Scales, Correlation, Affective Behavior |
| DOI: | 10.1177/8755123314540665 |
| تدمد: | 8755-1233 |
| مستخلص: | Music educators often use guided listening strategies as a means of enhancing engagement during music listening activities. Although previous research suggests that these strategies are indeed helpful in facilitating some form of cognitive and emotional engagement, little is known about how these strategies might function for music of differing styles, or how they might affect attention, emotion, and peak affective experiences specifically during listening. In this study, these factors were investigated through the lens of three previously examined strategies: a distraction index, labeling of musical elements, and unguided listening. General findings suggest that the most consequential factor in enhancing musical engagement was presenting students with some type of goal either during or at the end of listening, regardless of the musical style or listening strategy used throughout the task. Furthermore, implications of the use of listening strategies during academic settings are discussed. |
| Abstractor: | As Provided |
| Number of References: | 27 |
| Entry Date: | 2015 |
| رقم الانضمام: | EJ1060409 |
| قاعدة البيانات: | ERIC |
| تدمد: | 8755-1233 |
|---|---|
| DOI: | 10.1177/8755123314540665 |