The Effect of Ear-Training Approach on Music-Evoked Emotions and Music Liking

In this study, we examined differences in music-evoked emotions and music liking between two approaches to teaching ear-training school. Participants were 423 pupils (60% female; Mage = 10.55 years, SDage 0.92) the third grade. lessons prepared either by standard (STA) or multimodal interdisciplinary cognitive-emotional approach (CEA), listened a 2-minute excerpt from 4th movement (Allegro con fuoco) of Symphony no. 9 E minor, Op. 95 (“From New World”) Antonín Dvořák. The Geneva Emotional Music Scale (GEMS-9, Zentner et al., 2008) was translated adapted measure emotions. Pupils also reported their liking. original three-factor structure GEMS-9 not replicated, instead two-factor solution with factors labelled Activation Calmness emerged. results showed that both groups evoked moderate moderately high low Calmness. liking, however, those who participated CEA liked more than STA. listening activities enrich children’s experiences classical classroom are discussed.