Exploring the Effects of Listening Strategies Different as on Attention, Emotions and the Peak of Effective Experience

Abstract

One strategy that is often carried out by music educators to increase engagement during music listening activities is the guided listening strategy. In facilitating some forms of cognitive and emotional involvement, according to previous research, this strategy did help. However, not many know about how this strategy can function for music from a different style or how it can affect attention, emotions, and peak experience effectively when listening. General findings indicate that the most important factor in increasing music involvement is presenting several types of goals, both during and at the end of listening, regardless of the style of music or listening strategies used during the task. In this study, these factors were investigated through the lens of the three strategies examined previously, namely, index of disturbance, labeling of music elements, and directed listening. Furthermore, the implications of using listening strategies during academic settings will be discussed.