Embodied learning via a knowledge concert: An exploratory intervention study
Background: Music listening can improve acquisition of new knowledge. Purpose: The purpose of the study was to evaluate the emotional and cognitive effects of a knowledge concert on the attending audience. Methodology: The audience was asked to complete a Visual Analogue Scale (10 cm) before and aft...
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| Main Authors: | , , , , , , |
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| Format: | Article |
| Language: | Danish |
| Published: |
Scandinavian University Press
2021-01-01
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| Series: | Nordic Journal of Arts, Culture and Health |
| Subjects: | |
| Online Access: | https://www.idunn.no/nordic_journal_of_arts_culture_and_health/2021/01-02/embodied_learning_via_a_knowledge_concert_an_exploratory_i |
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| Summary: | Background: Music listening can improve acquisition of new knowledge.
Purpose: The purpose of the study was to evaluate the emotional and cognitive effects of a knowledge concert on the attending audience.
Methodology: The audience was asked to complete a Visual Analogue Scale (10 cm) before and after listening to the concert, along five variables: Arousal, Degree of happiness, Degree of worry, Daily worries and Benevolence. Follow-up qualitative interviews gathered narratives from the participants.
Findings: 228 concert attendees took part in the study by completing the questionnaires (51 percent of the whole audience). Statistically significant changes were observed in the outcome measures for: Arousal (p=0.002), Daily worries (p<0.001) and Degree of happiness (p=0.01). Degree of worry interacted with age (p<0.001). No changes were found for Benevolence (p=0.93). Gender and previous music experiences did not make a difference to feelings evoked by the music. Age, however, was important since younger participants became more worried by the concert than older.
Originality: We discuss the potential role of future knowledge concerts that comprise qualities explored, such as mitigating a variety of embodied psychological capacities, including reflection and agency in audiences, facilitating learning about sensitive issues, and potentially also transformation towards prosocial mindsets and behavior. |
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| ISSN: | 2535-7913 |