摘要：The purpose of music listening in school is to shape students’ world view regarding culture and arts, as well as to contribute to their aesthetic education. In Croatian compulsory education, the ‘standard model’ is used, which focuses on the cognitive dimension. In order to increase attention, motivation, listening habits, and acceptance of artistic music, a cognitive-emotional approach is suggested that connects musical and extra-musical content in multiple modalities. The aim of the study was to compare the effects of the cognitive-emotional approach versus the standard approach to music teaching on the cognitive and emotional aspects of music listening. 557 students from 30 fifth-grade classes participated in the research. They listened to Khachaturian’s Masquerade, Beethoven’s Wellington’s Victory, Rimsky Korsakov’s Scheherazade, and Fauré’s Pavane, as well as answered questions related to the cognitive and emotional aspects of music listening. Fifteen classes used the standard approach, while the other fifteen used the cognitive-emotional approach. Student responses generally did not differ in the cognitive aspect. In the emotional aspect, Scheherazade and Pavane engendered somewhat more intense dominant emotions when the cognitive-emotional approach was used.
