Abstract:

The consideration of listening to music includes an analysis of the awareness of the goal and tasks regarding music listening at school, as well as to find new strategies for successful student-oriented teaching and learning. The encouragement of an interdisciplinary approach that connects music with other disciplines, and critical thinking that leads to the formation of students' personality are necessary in that context. The author's intention is to point out a new strategy of listening to music in school, the results so far, and show the goals, tasks and outcomes of the cognitive-emotional listening to music in high school (gymnasium) music class.

By determining the theoretical framework of the cognitive-emotional listening, verifying the model in practice and obtained research results, a new approach to listening to music - cognitive-emotional - was generated in Croatian schools. It represents a holistic, multimodal and interdisciplinary approach conducted by music teachers, and it is oriented towards understanding of classical music. The goal of the cognitive-emotional listening to music is to shape the students’ cultural and artistic worldview and to contribute to their aesthetic education. The task is aimed at developing and improving their musical competences, while the purpose is to enrich their experience, understanding and acceptance of music.

The goal of the first scientific research on cognitive-emotional music listening, which was conducted in 2018/2019 (Vidulin, Plavšić and Žauhar, 2019, 2020), was to compare standard and cognitive-emotional music listening in primary/compulsory school, to determine the characteristics of the cognitive-emotional approach and to offer a modern didactical strategy for working in the field of music listening. The second scientific research was conducted in the music school at ear-training class during 2021/2022 (Vidulin, Plavšić and Žauhar, 2023), in which the goal, tasks, procedures and outcomes of cognitive-emotional listening to music were reviewed and expanded. The third scientific research is planned at the high school level during the 2023/2024 school year.

The theoretical framework of the cognitive-emotional listening to music in the high school music lesson consists in musical analysis, which strives for a better understanding of music in a historical-social context, but above all to open the listener to himself/herself and his/her emotions. The skill of listening and analyzing a music work is improved, pupils acquire new knowledge, express emotions, learn how to make aesthetic judgments, and form attitudes.

Keywords:

Music teaching, listening to music, cognitive-emotional approach, school, classical music.