Contribution of Cognitive-Emotional Approach to Music Listening on Students’ Cognitive and Emotional Experience

Abstract

It was explored whether cognitive-emotional and standard approach to music listening in music teaching contribute to different students’ cognitive and emotional experiences regarding the artworks Masquerade, Wellington’s Victory, Scheherazade, and Pavane. Results reveal advantages of the cognitive-emotional approach, as well different contribution of the four music pieces in fostering music listening.

Keywords

• art music
• cognitive-emotional approach
• experience
• multi-modal approach
• music listening