Tone Painting and Painting Tones: A Follow-Up Study of Listeners' Audiovisual Responses to Beethoven's "Thunder Storm"

Autor/in	Elkoshi, Rivka
Titel	Tone Painting and Painting Tones: A Follow-Up Study of Listeners' Audiovisual Responses to Beethoven's "Thunder Storm"
Quelle	In: International Journal of Music Education, 37 (2019) 3, S.476-492 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0255-7614
DOI	10.1177/0255761419850247
Schlagwörter	Pilot Projects; Music Education; College Students; Majors (Students); Classical Music; Intervention; Teaching Methods; Student Attitudes; Scores; Responses; Course Objectives; Learning Processes; Listening; Audiovisual Aids + Suchen Sie Ihr Suchwort? Pilot project; Modellversuch; Pilotprojekt; Musikerziehung; Collegestudent; Teaching method; Lehrmethode; Unterrichtsmethode; Schülerverhalten; Learning process; Lernprozess; Hörvorgang; Zuhören; Audiovisuelles Medium
Abstract	This follow-up pilot study investigates the effect of a six-month analysis course, during which college music majors learned to see the meaning of music as being essentially intra-musical. The study aims to explore relationships between intra- and extra-musical perceptions among subjects (N = 33) while listening to Beethoven's "Thunder Storm" ("Pastoral" Symphony, 4th movement). During pre- and post-intervention sessions, listeners represented the music via self-invented audiovisual products (AVPs) and related notes. Four systems of conceptualization emerged: Random responses (category-R), reflecting no reference to the music; Associative contents (category-A), suggesting extra-musical interpretations; Compound responses (category-C), combining extra- and intra-musical contents; Intra-musical contents (category-I), referring to purely musical properties. A scale of 4-6-8-10 grades for the respective categories R-A-C-I was established, with the highest score for category-I which reflects fulfilment of the course objective. By comparing between pre- and post-intervention AVPs, results show an insignificant increase in I-responses (zero to 9.5%) and 52.6% of no conceptual change through phases. The most prominent response is the extra-musical (68%) often at both pre- and post- phases (47%). The study empowers the position that classical music evokes referential contents, which should be given as much attention in teaching and learning music as 'analytical' properties of sound. (As Provided).
Anmerkungen	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
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01