Sharing experienced sadness : Negotiating meanings of self-defined sad music within a group interview session
Peltola, H.-R. (2017). Sharing experienced sadness : Negotiating meanings of self-defined sad music within a group interview session. Psychology of Music, 45(1), 82-98. https://doi.org/10.1177/0305735616647789
Published inPsychology of Music
© The Author(s) 2016. This is a final draft version of an article whose final and definitive form has been published by SAGE. Published in this repository with the kind permission of the publisher.
Sadness induced by music listening has been a popular research focus in music and emotion research. Despite the wide consensus in affective sciences that emotional experiences are social processes, previous studies have only concentrated on individuals. Thus, the intersubjective dimension of musical experience – how music and music-related emotions are experienced between individuals – has not been investigated. In order to tap into shared emotional experiences, group discussions about experiences evoked by sad music were facilitated. Interpretative phenomenological analysis revealed four levels of discourses in the sharing of experiences evoked by joint music listening: (1) describing the emotional experience, (2) describing the music, (3) interpreting the music, and (4) describing autobiographical associations. Negotiated meanings of musical expression and emotional content were present. When exposed to different types of music and musical expression, the informants distinguished various kinds of sadness with distinct meanings. Shared experiences were affected by expectations of the musical style, structure, and performance, as well as expectations of the emotional content of music. Additionally, social norms and cultural conventions played important roles in the negotiations. ...
PublisherSage Publications Ltd.; Society for Education, Music and Psychology Research
Publication in research information system
MetadataShow full item record
Showing items with similar title or keywords.
"You've got the color, but you dont't have the shades" : primary education CLIL teachers' identity negotiation within the Finnish context Pappa, Sotiria (University of Jyväskylä, 2018)This dissertation explores how professional identity is experienced by teachers in Content and Language Integrated Learning (CLIL) instruction. In particular, it addresses professional identity in relation to two immediate ...
Multimodal Communication and Peer Interaction during Equation-Solving Sessions with and without Tangible Technologies Lehtonen, Daranee; Joutsenlahti, Jorma; Perkkilä, Päivi (MDPI AG, 2023)Despite the increasing use of technologies in the classroom, there are concerns that technology-enhanced learning environments may hinder students’ communication and interaction. In this study, we investigated how tangible ...
Hänninen, Riitta; Taipale, Sakari; Korhonen, Armi (Routledge, 2021)In this article we explore the effects that new information and communication technologies (ICTs) have on family relations in Finland. The idea of ‘new connectivities’ works as a starting point for the study directing ...
“You can get surprisingly far with just normal interaction” : intercultural communication competence and the cultural identity negotiation of Finnish basic education teachers when teaching a multicultural class Mattila, Heta (2018)Tämä tutkimus analysoi suomalaisten peruskouluopettajien kulttuurienvälistä viestintäkompetenssia, kun he opettavat monikulttuurista luokkaa. Tutkimus toteutettiin teemahaastattelujen avulla. Haastatteluihin osallistui 10 ...
Stopniece, Santa (University of Jyväskylä, 2018)‘Rising China’ is a term that has come to refer to China’s march to being number one, the speed of its economic growth, and its investment around the world during last two decades. In Finland, government agencies have ...