ABSTRACT

The purpose of this study was to find out the effects of applying the Music Appreciation Model for Emotional Development (MAMED). A qualitative case study approach was employed and data were collected through two self-reported emotion charts, two music appreciation reports, and one final reflection paper from each student. The results are first, 83.78% of the students answered that their emotional experiences were different in emotivist and cognitivist music listening conditions. Second, the students were able to improve their emotion recognition and emotion regulation through emotivist and cognitivist music listening. Third, the students were able to further concentrate on and better understand music through emotivist and cognitivist music listening.

Keyword :

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