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Title
Musik - Kommunikation oder Geste?
Author
SourceBehne, Klaus-E. [Hrsg.]: Gefühl als Erlebnis - Ausdruck als Sinn. Laaber : Laaber-Verlag 1982, S. 125-145. - (Musikpädagogische Forschung; 3)
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License of the document In copyright
Keywords (German)
sub-discipline
Contributors (corporate)Arbeitskreis Musikpädagogische Forschung
Document typeArticle (from a serial)
ISBN3-9215-1873-3; 3921518733
LanguageGerman
Year of creation
review statusPublishing House Lectorship
Abstract (English):lt is shown that music can be no genuine means of communication in its original sense (leaving some rare and untypical exceptions aside), and that therefore all attempts at explaining how music is experienced by theories of communication or linguistics must fail. If not taken too literally, the concept of "Geste" (gesture) is far better suited to make the process of experiencing music understandable. An experiment by the author (subjects were asked to draw lines to express feelings) and studies by M. Clynes are used to illustrate the idea of a "gestisches Verstehen" (gestural understanding). 4 hypotheses are introduced which are partly founded an empirical results and which could form a possible base for a theory of musical expression: I. Musical expression can only be defined in the negative. 2. Musical expression is experienced individually at four levels, at a vegetative, a gestural, a contextual and an associative level. Referring to the theory of emotions by Schachter empirical evidence for the existence of these four levels is given. 3. Feelings induced by music can be classified in feelings of movement, of involvement and emotional content. 4. Experiencing musical expression is a process of interpretation. (DIPF/Orig.)
is part of:Gefühl als Erlebnis - Ausdruck als Sinn
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Date of publication22.07.2022
CitationBehne, Klaus-Ernst: Musik - Kommunikation oder Geste? - In: Behne, Klaus-E. [Hrsg.]: Gefühl als Erlebnis - Ausdruck als Sinn. Laaber : Laaber-Verlag 1982, S. 125-145. - (Musikpädagogische Forschung; 3) - URN: urn:nbn:de:0111-pedocs-247680 - DOI: 10.25656/01:24768
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