The Effect of Repeated Listenings on Ability to Recognize the Structural Elements of Music and the Influence of this Ability on Affective Shift. Final Report.

Autor/in	Bartlett, Dale L.
Institution	Kansas Univ., Lawrence.
Titel	The Effect of Repeated Listenings on Ability to Recognize the Structural Elements of Music and the Influence of this Ability on Affective Shift. Final Report.
Quelle	(1969), (50 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Affective Behavior; Auditory Training; Cognitive Development; Control Groups; Educational Objectives; Higher Education; Listening Comprehension; Music; Music Theory; Structural Analysis + Suchen Sie Ihr Suchwort? Affective disturbance; Active behaviour; Affektive Störung; Belgien; Kognitive Entwicklung; Educational objective; Bildungsziel; Erziehungsziel; Hochschulbildung; Hochschulsystem; Hochschulwesen; Hörverständnis; Musik; Musiktheorie; Strukturanalyse
Abstract	This study, conducted over a period of three weeks at the University of Kansas, attempted to determine whether knowledge of musical structure would effect greater understanding and, eventually, enjoyment of music. Experimental and control groups comprising freshmen who were not enrolled in a music course listened repeatedly to excerpts of classical, light classical, broadway show, ballad, jazz, rock 'n' roll, folk, and country-western music. The students' verbal discriminations of musical structure were taped as they commented while listening to the music, and nine preference ratings were obtained for each excerpt. Discrimination scores concerning the structural elements of two classical selections and a numerical compilation showing the frequency of discrimination for four selections were also obtained. For the two groups, the relationship between increased awareness of musical structure and positive affective response was fairly high for one classical work and moderately low for another. This relationship appears significant, since classical music is not closely related to the musical tastes of today's university-age person. The influence of discrimination on musical preference seemed apparent when a second control group did not react as positively to the classical excerpts as did the other group. Although it is felt that the method used in this study seemed to establish some positive changes in listening habits among the subjects, further research would help to determine its utility for the teaching of discriminative listening in the general music curriculum. (WM)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01