出版社：Ljubljana University Press, Faculty of Arts (Znanstvena založba Filozofske fakultete Univerze v Ljubljani)
摘要：It was explored whether cognitive-emotional and standard approach to music listening in music teaching contribute to different students’ cognitive and emotional experiences regarding the artworks Masquerade, Wellington’s Victory, Scheherazade, and Pavane. Results reveal advantages of the cognitive-emotional approach, as well different contribution of the four music pieces in fostering music listening.
其他摘要：Pričujoča raziskava je preučevala, ali kognitivno- -emocionalni in standardni pristopi k poslušanju glasbe pri poučevanju glasbe vplivajo na različne kognitivne in emocionalne izkušnje v zvezi s skladbami Maškarada, La battaglia di Wellington, Šeherezada
