Preliminary communication
https://doi.org/10.59549/n.166.3-4.4
Homework in Music Art Lessons
Ivana Senjan
orcid.org/0000-0003-1688-7825
; Dr. I. Kranjčeva Gymnasium, Đurđevac, Croatia
Sabina Vidulin
orcid.org/0000-0003-4840-9174
; Academy of Music of the University of Juraj Dobrila in Pula, Pula, Croatia
Marlena Plavšić
orcid.org/0000-0003-4035-6610
; Faculty of Philosophy, Juraj Dobrila University of Pula, Pula, Croatia
Marina Diković
orcid.org/0000-0003-3828-0725
; Faculty of Educational Sciences, Juraj Dobrila University in Pula, Pula, Croatia
*
* Corresponding author.
Abstract
Homework is a frequently used didactical tool, but not in Music Art classes
in general secondary schools such as grammar schools. This research explored
the extent to which homework in the subject Music Art, through the
application of cognitive-emotional music listening, successfully contributes to
achieving the learning outcomes. It comprised 30 homework assignments
from four grammar schools. The results show that students achieved the expected
learning outcomes at higher levels of cognitive and emotional processing
according to Bloom’s taxonomy. Students analysed musical components
according to the cognitive-emotional music analysis form, described their
musical identity and preferences, listened to and selected musical pieces,
and described one music interpretation. It can be concluded that occasional
homework in music classes broadens students’ knowledge, listening repertoire,
and notions about themselves as music listeners.
Keywords
cognitive-emotional music listening; grammar school; learning outcomes; music identity; music preferences
Hrčak ID:
340794
URI
Publication date:
10.12.2025.
Visits: 372 *