Interdisciplinary Interaction between Music Education and History: Shaping the Musical Preferences in Classical Music of the 20th Century

  • Jerneja Žnidaršič Faculty of Education, University of Maribor, Slovenia
Keywords: arts and cultural education, history, interdisciplinary interactions, music education, musical preferences

Abstract

The purpose of the current study was to investigate whether an experimental programme, based on interdisciplinary interactions between music education and history and the implementation of arts and cultural education objectives, could influence pupils’ interest in Western classical music of the 20th century. The programme was designed on the basis of collaborating with music education and history teachers at two Slovenian primary schools and a Slovenian composer. Classes of pupils, aged fourteen and fifteen, were divided into an experimental and a control group. According to the outcome, the pupils in the experimental group showed a higher level of interest in contemporary classical music after the experiment than their peers in the control group. Furthermore, the pupils in the experimental group reported having listened on their initiative, to more classical compositions after the experiment than the pupils in the control group had.

Downloads

Download data is not yet available.

References

Ball, P. (2011). Schoenberg, serialism and cognition: Whose fault if no one listens? Interdisciplinary Science Reviews, 36(1), 24–41.

Bamford, A. (2006). The wow factor: Global research compendium on the impact of the arts in education. Waxmann.

Barry, N. H. (2008). The role of integrated curriculum in music teacher education. Journal of Music Teacher Education, 18(19), 28–38.

Berlyne, D. E. (1971). Aesthetics and psychobiology. Appleton-Century-Crofts.

Bonneville-Roussy, A., & Eerola, T. (2017). Age trends in musical preferences in adulthood: 3. Perceived musical attributes as intrinsic determinants of preferences. Musicae Scientae, 22(3), 394–414. https://doi.org/10.1177/1029864917718606

Bonneville-Roussy, A., Still Well, D., Kosinski, M., & Rust, J. (2017). Age trends in musical preferences in adulthood: Conceptualization and empirical investigation. Musicae Scientae, 21(4), 369–389. https://doi.org/10.1177/1029864917691571

Bresler, L. (2010). Integracija glasbe v splošnoizobraževalne predmete: prikaz izobraževalnega podjetništva [Integration of music into general academic subjects: Introducing educational entrepreneurship]. Glasba v šoli in vrtcu, 15(1), 3–17.

Brittin, R. V. (2014). Young listeners’ music style preferences: Patterns related to cultural identification and language use. Journal of Research in Music Education, 61(4), 415–430. https://doi.org/10.1177/0022429413509108

Cabedo-Mas, A., & Diaz-Gómez, M. (2013). Positive musical experiences in education: music as a social praxis. Music Education Research, 15(4), 455–470.

Cheung, J. (2008). The arts-in-programme. Towards effective learning through partnership. In L. Joubert (Ed.), Educating in the arts. Education in the Asia-pacific region: Issues, concerns and prospects (pp. 65–81). Springer Link.

De backer, F., Lombaerts, K., De Mette, D., Buffel, T., & Elias, W. (2012). Creativity in artistic education: Introducing artists into primary schools. International Journal of Art & Design Education, 31(1), 53–66.

Delsing, M. J. M. H., Ter Bogt, T. F. M., Engels, R. C. M. E., & Meeus, W. H. J. (2008). Adolescents’ music preferences and personality characteristics. European Journal of Personality, 22(2), 109–130.

Devjak, T., Hodnik Čadež, T., Krek, J., Sicherl Kafol, B., Štemberger, V., & Vogrinc, J. (2013). Učitelj v vlogi raziskovalca [Teacher as a researcher]. Pedagoška fakulteta Univerze v Ljubljani.

Dobrota, S. & Eregovac, R. (2017). Music preferences with regard to music education, informal influences and familiarity of music amongst young people in Croatia. British Journal of Music Education, 34(1), 41–55.

Drake, S., & Burns, R. (2004). Meeting standards through integrated curriculum. ASCD.

Eijnden, J., Hout, F., Kox, R., Poll, J., Tal, M., & Wervers, E. (2017). Basis for cultural education. guide for the future of school-based and extracurricular cultural education. LKCA. https://www.lkca.nl/~/media/downloads/lkca/english/basis_for_cultural_education.pdf

Evans, P. & Schubert, E. (2008). Relationships between expressed and felt emotions in music. Musicae Scientae, 12(1), 75–99. https://doi.org/10.1177/102986490801200105

Evans, D. N. (2010). Ryan Moore: Sells like teen spirit: Music youth culture and social crisis. Youth Adolescence, 39(4), 434–435.

Fiveash, A., & Luck, G. (2016). Effects of musical valence on the cognitive processing of lyrics. Psychology of Music, 44(6). https://doi.org/10.1177/0305735615628057

Galvan, A., Hare, T. A., Parra, C. E., Penn, J., Voss, H., Glover, G., & Casey, B. J. (2006). Earlier development of the accumbens relative to orbitofrontal cortex might underlie risk-taking behaviour in adolescents. Journal of Neuroscience, 26(25), 6885–6892. https://doi.org/10.1523/JNEUROSCI.1062-06.2006

Getz, L. M., Marks, S. & Roy, M. (2014). The influence of stress, optimism, and music raining on music uses and preferences. Psychology of Music, 42(1), 71–85.

Greene, L. (2006). Popular music education in and for itself, and for ‘other’ music: Current research in the classroom. International Journal of Music Education, 24(2), 101–118.

Hays, J., & Reinders, H. (2020). Sustainable learning and education: A curriculum for the future. International Review of Education, 66(1), 29–52. https://doi.org/10.1007/s11159-020-09820-7

Hodnik Čadež, T. (2013). Učitelj kot raziskovalec medpredmetnega povezovanja [Teacher as a researcher of interdisciplinary connections]. In T. Devjak, T. Hodnik Čadež, J. Krek, B. Sicherl Kafol, V. Štemberger, & J. Vogrinc (Eds.), Učitelj v vlogi raziskovalca (pp. 131–149). Pedagoška fakulteta Univerze v Ljubljani.

Hui, W. V. (2009). Music listening preferences of Macau pupils. Music Education Research, 11(4), 485–500.

Imbir, K. (2015). Affective Norms for 1,586 Polish Words (ANPW): Duality of mind approach. Behaviour Research Methods, 47(3), 860–870. https://doi.org/10.3758/s13428–014–0509–4

Imbir, K., & Golab, M. (2017). Affective reactions to music: Norms for 120 excerpts of modern and classical music. Psychology of Music, 45(3), 432–449. https://doi.org/10.1177/0305735616671587

Ivon, H., & Kuščević, D. (2013). School and the cultural-heritage environment: Pedagogical, creative and artistic aspects. CEPS Journal, 3(2), 29–50.

Johnson, D. A. (2009). The effect of prior information on musical preference rating (Master’s thesis). University of Jyväskylä.

Kemperl, M. (2013). Contemporary art and citizenship education: The possibilities of cross-curricular links on the level of content. CEPS Journal, 3(2), 97–117.

Klein, J. M. (2010). A taxonomy of interdisciplinarity. In R. Frodeman, J. T. Klein, & C. Mitsham (Eds.), The Oxord handbook of interdisciplinarity (pp. 15-30). Oxford: Oxford Universitiy Press.

Krumhansl, C. (2000). Cross-cultural music cognition: cognitive methodology applied to North Sami yoiks. Cognition, 76(1), 13–58. https://doi.org/10.1016/s0010-0277(00)00068-8

Lamont, A., & Webb, R. (2009). Short- and long-term musical preferences: what makes a favourite piece of music? Psychology of Music, 38(2), 222–241. https://doi.org/10.1177/0305735609339471

Lavrič, M., Flere, S., Tavčar Krajnc, M., Klajnšek, R., Musil, B., Natarer, A. … Lešek, P. (2011). Mladina 2010: Družbeni profil mladih v Sloveniji [Youth 2010: The Profiles of Youth in Slovenia]. Aristej.

LTTA (2010). Selected research findings for LTTA students. The Royal Conservatory. https://www.rcmusic.com

Mans, M. (2009). Living in worlds of music. A view of education and values. Springer Science + Business Media. https://doi.org/ 10.1007/978-90-481-2706-1

Marjanovič Umek, L., Pečjak, S., Krajnc, S., Kordigel Aberšek, M., Saksida, I., Žakelj, A… Kern, M. (2011). Lili in Bine. Priročnik za Poučevanje in medpredmetno povezovanje v prvem triletju [Lili and Bine. Manual for interdisciplinary teaching in first triennium]. Rokus.

Marketing Charts. (2015). Teens’ most common-and preferred-media activities.

https://www.marketingcharts.com

Meyers, C. (2012). Influences on music preference formation. PURE Insights, 1(7). https://digitalcommons.wou.edu/pure/vol1/iss1/7

Moors A., De Houwer J., Hermans D., Wanmaker S., Van Schie K., Van Harmelen … Brysbaert M. (2013). Norms of valence, arousal, dominance and age of acquisition for 4,300 Dutch words. Behavior Research Methods, 45(1), 169–77. https://doi.org/10.3758/s13428-012-0243-8

Michelsen, C., & Sriraman, B. (2008). Does interdisciplinary instruction raise students’ interest in mathematics and the subjects of the natural sciences? ZDM, 41(1-2), 231–244. https://doi.org/10.1007/s11858-008-0161-5

Miranda, D., & Claes, M. (2009). Music listening, coping, peer affiliation and depression in adolescence. Psychology of Music, 37(2), 215–233.

Miranda, D., & Gaudreau, P. (2011). Music listening and emotional well-being in adolescence: A person and variable-oriented study. European Review of Applied Psychology, 61, 1–11. https://doi.org/10.1016/j.erap.2010.10.002

National guidelines for arts and cultural education. (2009). Ministrstvo Republike Slovenije za šolstvo in šport. http://www.mss.gov.si

National programme for culture (2018-2025). Ministrstvo Republike Slovenije za kulturo. http://www.mk.gov.si/fileadmin/mk.gov.si

Negus, K. (2006). Music genres and corporate cultures. Routledge.

North, A. C., & Hargreaves, D. J. (2007). Lifestyle correlates of musical preference: 3. Travel, money, education, employment and health. Psychology of Music, 35(3), 473–497.

North, A. C., & Hargreaves, D. J. (2008). The social and applied psychology of music. Oxford University Press.

Orr, M. G., & Ohlsson, S. (2001). The relationship between complexity and liking across musical styles. Psychology of Music, 29(2), 108–127.

Oxenham, A. J., Fligor, B. J., Mason, C. R., & Kidd, G. (2003). Informational masking and musical training. The Journal of the Acoustical Society of America, 114(3), 1543–1549. https://doi.org/10.1121/1.1598197

Pevec Semec, K. (2007). Kurikularna teorija in posodabljanje učnih načrtov [Curricular theory and curriculum updating]. In A. Žakelj, M. Pušnik, M. Turk Škraba, & M. Lesjak Reichenberg (Eds.), Zbornik prispevkov posveta Postojna. Kurikul kot proces in razvoj (pp. 132–138). Zavod RS za šolstvo.

Rentfrow, P. J., & Gosling, S. D. (2007). The content and validity of music-genre stereotypes among college students. Psychology of Music, 35(2), 306–326. https://doi.org/10.1177⁄0305735607070382

Rich, S. J. (2009). Interdisciplinary learning: A stimulant for reflective practice. In R. K. Chem, K. M. Hibbert, & T. V. Deven (Eds.), Radiology Education (pp. 51–61). Springer. https://doi.org/10.1007/978-3-540-68989-8_5

Road map for arts education. (2006). UNESCO. Document from The world conference on arts education: Building creative capacities for the 21st Century. Lisbon, 6–9 March, 2006. http://www.unesco.org

Sardoč, M. (2004). Medpredmetno povezovanje vzgojno-izobraževalnega procesa v 9-letni osnovni šoli: evalvacijska študija: zaključno poročilo [Interdisciplinary connections in educational process in 9-year primary school: Evaluation report]. Pedagoški inštitut.

Schäfer, T., & Sedlmeier, P. (2009). From the functions of music to music preference. Psychology of Music, 37(3), 297–300.

Schubert, E. (2013). Emotion felt by the listener and expressed by the music: Literature review and theoretical perspectives. Front. Psychology, 4, 837. https://doi.org/ 10.3389/fpsyg.2013.00837

Selfhout, M. H. W., Branje, S. J. T., ter Bogt, T. F. M., & Meeus, W. H. J. (2009). The role of music preferences in early adolescents’ friendship formation and stability. Journal of Adolescence, 32(1), 95–107. https://doi.org/10.1016/j.adolescence.2007.11.004.

Serrano Pastor, R. M. (2013). Interdisciplinary education through music. Human and Social Sciences at the Common Conference, 237–241.

Sicherl-Kafol, B. (2013). Procesni in vsebinski vidiki medpredmetnega povezovanja [Process and content related aspects of interdisciplinary integration]. In T. Devjak, T. Hodnik Čadež, J. Krek, B. Sicherl Kafol, V. Štemberger, & J. Vogrinc (Eds.), Učitelj v vlogi raziskovalca (pp. 112–130). Pedagoška fakulteta Univerze v Ljubljana.

Sicherl - Kafol, B., & Denac, O. (2011). Through musical communication to development of competence in culture awareness and expression. US-China Education Review, 8(2), 129–136.

Sturman, D. A., & Moghaddam, B. (2011). The neurobiology of adolescence: Changes in brain architecture, functional dynamics, and behavioral tendencies. Neuroscience & Biobehavioral Reviews, 35(8), 1704–1712. https://doi.org/10.1016/j.neubiorev.2011.04.003

Suraco, T. L. (2006). An interdisciplinary approach in the art education curriculum. Art and Design Thesis. Georgia State University.

Štemberger, V. (2013). Načrtovanje in izvajanje medpredmetnih povezav [The planning and the execution of interdisciplinary connections]. In T. Devjak, T. Hodnik Čadež, J. Krek, B. Sicherl Kafol, V. Štemberger, & J. Vogrinc (Eds.), Učitelj v vlogi raziskovalca (pp. 93–111). Pedagoška fakulteta Univerze v Ljubljani.

Tan, S., & Kelly, M. E. (2004). Graphic representations of short musical compositions. Psychology of Music, 32(2), 191–212.

Tekman, H. G., Boer, D., & Fischer, R. (2012). Values, functions of music, and musical preferences. Proceedings of the 12th International conference on music perception and the 8th triennial conference of the European Society for the cognitive sciences of music, July 23–28., 2012, Thessanoliki, Greece.

Thompson, W. F., Russo, F. A., & Quinto, L. (2008). Audio-visual integration of emotional cues in song. Cognition & Emotion, 22(8), 1457–1470. https://doi.org/10.1080/02699930701813974

Vitale, J. L. (2011). Formal and informal music learning: Attitudes and perspectives of secondary school non-music teachers. International Journal of Humanities and Social Sciences, 1(5), 1–14.

De Vries, P. (2010). What we want: The music preferences of upper primary school students and the ways they engage with music. Australian Journal of Music Education, 1, 3–16.

Vuk, S., Tacol, T., & Vogrinc, J. (2015). Adoption of the creative process according to the immersive method. CEPS Journal, 5(3), 51–71. https://cepsj.si/index.php/cepsj/article/view/127

Wingstedt, J., Brändström, S., & Berg, J. (2008). Young adolescents’ usage of narrative functions of media music by manipulation of music expression. Psychology of Music, 36 (2), 193–214.

Published
2021-06-24