Music Literacy and Soundscape Perception: A Study Based on the Soundwalk Method of Soundscapes

Song, Baoqing; Gong, Chenyu; Gao, Yicheng; Ke, Yanxiong; Wang, Zehua; Lin, Ruichong; Cai, Yunji

doi:10.3390/ijerph19148471

Cited by 5 publications

(5 citation statements)

References 53 publications

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“…A total of 45 students who took the general music course were initially selected. To avoid the influence of instrumental learning 39 and hearing impairment on this study, those with instrumental learning experience and those who did not pass the hearing test were removed, leaving 40 valid samples in the music group. Hemple et al noted that the test results of 20 individuals could satisfy the requirements for general hearing assessment, 40 the sample size met the experimental design requirements.…”

Section: Participantsmentioning

confidence: 99%

“…32 Using this soundscape perception analysis tool, we previously found that students with more than three years of professional instrumental experience in the same environment differed in their soundscape perception ratings compared to students who had not undergone instrument training. 33 We explored whether the same difference could be found for students who had undergone or not undergone a general studies music course, using the following To answer these questions concerning the effects of general music education on soundscape perception, we measured the soundscape perception of students taking general music courses and of students not taking general music courses, us- *T = 3 minutes ing the soundscape ISO standard measurement method. The analysis and presentation of the results were carried out using conventional statistical methods and soundscape perception analysis method.…”

Section: Introductionmentioning

confidence: 99%

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The Influence of General Music Education on the Perception of Soundscape

Song,

Zhang,

et al. 2024

The International Journal of Acoustics and Vibration

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Music is closely related to soundscape. The present study employs methods and tools for assessing soundscape perception to compare the evaluation of soundscape perception between students who had not been taught general music courses (n=80, equal into N1, N2) with that of students who had been taught general music courses (n=40, MU) in four distinct audio-visual environments. According to the results of the questionnaire in four scenes and eight perceptual dimensions, there are significant differences between MU and N1 N2 (4-5 items), whereas there is only a slight difference between N1 and N2 (1 item). The difference in soundscape perception is reflected in those students who had been taught general music courses having a higher evaluation of the diversity of soundscape elements (as eventful), and different emotional judgments of the sound environment (as calm). These differences are visualized using the soundscape analysis tool, Soundscapy. Overall, the findings suggest that taking a general music course promotes richer sound perceptions and clearer affective associations with sound and that these enhancements could be presented using the soundscape perception measurement method. The findings also presented could inform the effectiveness of teaching in a general music course.

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Section: Participantsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

The Influence of General Music Education on the Perception of Soundscape

Song,

Zhang,

et al. 2024

The International Journal of Acoustics and Vibration

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“…The cultivation of students' ideological and moral literacy is crucial for fostering their physical and mental well-being, as well as their intellectual advancement, which in turn has a direct impact on their educational attainment and personal development (Sampogna et al, 2022). The interdependence of aesthetic and skill literacy has been noted, as sound aesthetic literacy has been found to enhance students' comprehension and utilisation of diverse knowledge and skills (Song et al, 2022). The interdependence and reciprocal correlation among the five literacies offer a conceptual framework and pragmatic reinforcement for holistically fostering the comprehensive aptitude of learners.…”

Section: Relationship Between the Five Dimensions Of The Integrationmentioning

confidence: 99%

Strategies for Developing Holistic University Students within the Framework of Five-dimensional Education Integration in China: Status, Concept, and Realization Paths

Zhao¹,

Muhamad²,

Mustakim³

et al. 2023

IJARPED

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Research on the integration of Five-Dimensional Education is currently underway, encompassing both theoretical and practical aspects. The production of fruitful outcomes represents a significant challenge in the transformation and advancement of primary education in contemporary China. There exists a dearth of scholarly inquiry in the realm of higher education. This study expands upon the integration of Five-Dimensional Education into higher education and investigates the notion of holistic university students, as well as the methods for fostering such individuals. The study's results demonstrate the present state and predicaments regarding the execution of the Five-dimensional Education Integration in Chinese higher education institutions within the contemporary context. Additionally, the study expounds upon the concept and definition of holistic university students and puts forth five strategies for fostering holistic university students within the Five Education Integration framework. The proposed strategies aim to incorporate five-dimensional education into curriculum design, utilise diverse teaching methods to facilitate the integration of five education, implement experiential learning to augment social responsibility and innovation, establish a discipline system that prioritises student needs, and establish an effective student management mechanism. The conclusion proposes that further investigation is warranted into the notion of holistic university students within the Chinese context, with the aim of enhancing comprehension of this educational concept among both educators and learners. The subsequent section of the article proposes that additional investigation ought to be conducted regarding the attributes that holistic university students ought to possess, and more practical methods of fostering such attributes should be put forth.

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“…The perception of music certainly has an affective influence on listeners, and the qualia of the sounds of the instruments and/or recorded music are also apparent to a listener and they interact with the affective aspects of the experience in important ways. Most soundscape research has focused on affect, but it has been shown that both affect and qualia of the sound environment interact in our experience of the soundscape [55,[61][62][63]; this may suggest some commonality between musical percepts and soundscapes, but are they really the same?…”

Section: Soundscapes and Their Qualiamentioning

confidence: 99%

Meaning in Music Is Intentional, but in Soundscape It Is Not—A Naturalistic Approach to the Qualia of Sounds

Welch

Reybrouck

Podlipniak

2022

IJERPH

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The sound environment and music intersect in several ways and the same holds true for the soundscape and our internal response to listening to music. Music may be part of a sound environment or take on some aspects of environmental sound, and therefore some of the soundscape response may be experienced alongside the response to the music. At a deeper level, coping with music, spoken language, and the sound environment may all have influenced our evolution, and the cognitive-emotional structures and responses evoked by all three sources of acoustic information may be, to some extent, the same. This paper distinguishes and defines the extent of our understanding about the interplay of external sound and our internal response to it in both musical and real-world environments. It takes a naturalistic approach to music/sound and music-listening/soundscapes to describe in objective terms some mechanisms of sense-making and interactions with the sounds. It starts from a definition of sound as vibrational and transferable energy that impinges on our body and our senses, with a dynamic tension between lower-level coping mechanisms and higher-level affective and cognitive functioning. In this way, we establish both commonalities and differences between musical responses and soundscapes. Future research will allow this understanding to grow and be refined further.

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Music Literacy and Soundscape Perception: A Study Based on the Soundwalk Method of Soundscapes

Cited by 5 publications

References 53 publications

The Influence of General Music Education on the Perception of Soundscape

The Influence of General Music Education on the Perception of Soundscape

Strategies for Developing Holistic University Students within the Framework of Five-dimensional Education Integration in China: Status, Concept, and Realization Paths

Meaning in Music Is Intentional, but in Soundscape It Is Not—A Naturalistic Approach to the Qualia of Sounds

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