Musical Sense-making Research Articles

Music Listening as Exploratory Behavior: From Dispositional Reactions to Epistemic Interactions with the Sonic World.

Listening to music can span a continuum from passive consumption to active exploration, relying on processes of coping with the sounds as well as higher-level processes of sense-making. Revolving around the major questions of "what" and "how" to explore, this paper takes a naturalistic stance toward music listening, providing tools to objectively describe the underlying mechanisms of musical sense-making by weakening the distinction between music and non-music. Starting from a non-exclusionary conception of "coping" with the sounds, it stresses the exploratory approach of treating music as a sound environment to be discovered by an attentive listener. Exploratory listening, in this view, is an open-minded and active process, not dependent on simply recalling pre-existing knowledge or information that reduces cognitive processing efforts but having a high cognitive load due to the need for highly focused attention and perceptual readiness. Music, explored in this way, is valued for its complexity, surprisingness, novelty, incongruity, puzzlingness, and patterns, relying on processes of selection, differentiation, discrimination, and identification.

The influence of discrete versus continuous movements on children’s musical sense-making

AbstractAn increasing amount of research emphasises the influence of body movement on the perception of music. This study contributes to the research by investigating whether varied qualities of body movement, when aligned to music may affect the way children attribute meaning to that music. To address this question, 34 children (aged 9–10) were divided into two groups, each of which engaged in distinct listening activities by aligning with discrete versus continuous movements on diverse pieces of music. As a pre- and post-test, children were first invited to move freely to a piece of music and subsequently to draw a visual representation of the piece. Finally, they were asked to verbally explain how the drawings were linked with the music. Findings, based on the children’s drawings and verbal explanations, offer interesting insights on the way different qualities of body movement can influence the categories of visual representations, arousal and voices of the music described. Moreover, the role of visual representation emerges as a way to gain insight into a child’s musical sense-making, principally when the product is analysed together with the process and the gestures employed to accomplish it. The findings of this study may offer relevant insights for music education. Firstly, in the way movement may influence music sense-making and secondly, how multimodal interaction (bodily, visual and verbal) may inform the process of musical understanding in children.

Flourishing in Resonance: Joint Resilience Building Through Music and Motion.

Worldwide, children face adverse childhood experiences, being exposed to risks ranging from, exposure to political violence and forced migration over the deleterious effects of climate change, to unsafe cultural practices. As a consequence, children that seek refuge or migrate to European countries are extremely vulnerable, often struggling with integration in school, peer community, and their broader social circle. This multifaceted struggle can derive from external factors, such as the adaptation process and contact with other children, or internal factors such as the fears and trauma that every child carries within them since they departed from their homeland. To bounce, grow, connect, and create in both adversity and opportunity, children need to build resilience, i.e., the capacity of an individual to maintain stable psychological functioning throughout the course of adversity. On the one hand, building resilience requires developing a set of individual skills (internal protective factors), such as self-control, emotion regulation, self-esteem, and agency. On the other hand, building resilience involves developing social skills (external protective factors), connection, and close relationships. In this theoretical contribution, we review and map existing research to argue that activities based on the combination of music and movement has a strong potential to intensively build resilience. First, we connect the concepts of resilience and eudaimonia, based on the protective factors and key components of resilience. Then we discuss how music and movement, separately, may contribute to building resilience. Next, drawing on the basic mechanisms of musical sense-making, we argue that through combining music and movement, children engage in empowering musical sense-making processes that support building resilience, and in this way, support them to grow together and deeply experience eudaimonic values such as self-awareness, confidence and self-esteem, personal autonomy, connection, belonging, and bonding. Finally, we connect theory to practice. Based on the presented theoretical elaborations and on the authors’ experience as practitioners, we propose a set of guiding principles for the design of movement-based musical activities that foster the internal and external factors necessary to build resilience.

Music as Epistemic Construct: From Sonic Experience to Musical Sense-Making

Taking an epistemological stance towards music in a real-time listening situation entails a definition of music as a temporal and sounding art. This means that music cannot be described in abstract and detached terms as something “out there” in a virtual space but rather as something that impinges upon our senses in an actual “here and now.” Musical sense-making, therefore, should be considered a kind of ongoing knowledge construction with a dynamic tension between actual sensation and mental representation of sounding events. Four major dichotomies may be considered in this regard: the focal versus synoptic overview of the sounding music, the continuous/discrete processing of the sounds, the distinction between sensory experience versus cognitive economy, and the in-time/outside-of-time distinction. The author argues that a deliberate combination of these diverging approaches makes the musical experience a richer one.

Linking embodied coordination dynamics and subjective experiences in musical interactions: a renewed methodological paradigm

Embodied music cognition provides a valuable and comprehensive research paradigm within systematic musicology to describe and explain musical sense-making. The basic claim underlying musical embodiment is that subjective meaning, in its broadest sense, is actively constructed within humans’ bodily interaction with music. As such, the empirical study of bodily coordination may provide insights into the subjective aspects of musical experiences. In the present paper, we advocate for a dynamical systems approach to human music interaction, focusing on the time-varying principles, and the relational aspects of the musical interaction process. We propose a model that integrates these focus points, to investigate the link between embodied coordination dynamics, subjective experience and sense-making. We then discuss possible quantitative and qualitative techniques that allow to operationalise the model into concrete empirical music research. Finally, we conclude by presenting some illustrative research cases conducted at IPEM, Ghent University institute for systematic musicology.

Experience as cognition: musical sense-making and the ‘in-time/ outside-of-time’ dichotomy

Musical sense-making relies on two distinctive strategies: tracking the moment-to-moment history of the actual unfolding and recollecting actual and previous sounding events in a kind of synoptic overview. Both positions are not opposed but complement each other. The aim of this contribution, therefore, is to provide a comprehensive framework that provides both conceptual and operational tools for coping with the sounds. Five major possibilities are proposed in this regard: (i) the concepts of perspective and resolution, which refer to the distance the listener takes with respect to the sounding music and the fine-grainedness of his/her discriminative abilities; (ii) the continuous/discrete dichotomy which conceives of the music as one continuous flow as against a division in separate and distinct elements; (iii) the in time/outside-of-time distinction, with the former proceeding in real time and the latter proceeding outside of the time of unfolding; (iv) the deictic approach to musical sense-making, which conceives of an act of mental pointing to the music, and (v) the levels of processing, which span a continuum between primitive sensory reactivity to actual sounding stimuli and high-level symbolic processing.

Music Shaped in Time: Musical Sense-Making Between Perceptual Immediacy and Symbolic Representation

What does music signify? And how do listeners make sense of music as a collection of sounding stimuli? A common way is to study the structure of the music, conceiving of music as a self-reflective system with elements that refer mainly to themselves. This is a position that deals with music in computational terms relying on symbols that can be manipulated at a virtual level of imagery, without any connection to the music as it sounds. Music, however, is also a temporal and sounding art. It can be described in acoustic terms, providing a totally objective rendition of the sonorous articulation through time. As such, there is a major distinction between “in time” and “outside of time” descriptions of the music, with the former relying on the first hand sounding stimuli and the latter on second-order symbolic replicas of the sounds.

Music as Environment: Biological and Ecological Constraints on Coping with the Sounds

This paper deals with musical sense-making in a real-time listening situation. Revolving around the ecological conception of organism-environment interaction, it elaborates on the interactions between the listener as an organism and the music as environment. The listener, in this view, can be described in terms of coping behavior that is shaped by biological and ecological constraints. Relying on the seminal work by von Uexküll and Gibson in the fields of biosemiotics and ecology, with a special emphasis on the concepts of functional tone and affordance, listeners are defined as organisms that actively seek for information by carrying out physical and epistemic interactions on the sonic environment. As such, they construct an inner model of the sonic world as the sum total of subjective meanings that are assigned to those elements that receive semantic weight. By stressing the role of functional significance and interactions, this approach is on a continuum with the biosemiotic claims that music knowledge must be generated as a tool for adaptation to the sonic world. Musical sense-making, in this view, relies on several levels of processing, going from low-level reactivity to higher-level processing by the brain.

Music and Its Inductive Power: A Psychobiological and Evolutionary Approach to Musical Emotions.

The aim of this contribution is to broaden the concept of musical meaning from an abstract and emotionally neutral cognitive representation to an emotion-integrating description that is related to the evolutionary approach to music. Starting from the dispositional machinery for dealing with music as a temporal and sounding phenomenon, musical emotions are considered as adaptive responses to be aroused in human beings as the product of neural structures that are specialized for their processing. A theoretical and empirical background is provided in order to bring together the findings of music and emotion studies and the evolutionary approach to musical meaning. The theoretical grounding elaborates on the transition from referential to affective semantics, the distinction between expression and induction of emotions, and the tension between discrete-digital and analog-continuous processing of the sounds. The empirical background provides evidence from several findings such as infant-directed speech, referential emotive vocalizations and separation calls in lower mammals, the distinction between the acoustic and vehicle mode of sound perception, and the bodily and physiological reactions to the sounds. It is argued, finally, that early affective processing reflects the way emotions make our bodies feel, which in turn reflects on the emotions expressed and decoded. As such there is a dynamic tension between nature and nurture, which is reflected in the nature-nurture-nature cycle of musical sense-making.

Deixis in Musical Narrative

Abstract This paper conceives of music as discourse. It elaborates on the deictic concept of pointing as a heuristic guide for sense-making and stresses the role of focal attention as a means for singling out those elements that are denoted as being meaningful. Three aspects are discussed: the delimitation of the elements (which elements?), the mutual relations of these elements (the structure of the music) and the mental operations of the listener (narrative comprehension). To the extent that all these aspects can be organized in a kind of overall mental apprehension, it is possible to explore the possibilities of cognitive maps as organizational tools for musical sense-making, both as the result of sensory experience and cognitive processing by the listener.

Action, Enaction, Inter(en)action

Leman and Maes offer a comprehensive review of the main theoretical and empirical themes covered by the research on music and embodied cognition. Their article provides an insight into the work being carried at the Institute for Psychoacoustic and Electronic Music (IPEM) of Ghent University, Belgium - in which they work - and presents a theory of the main implications of embodiment for music perception. The present paper is divided into three parts. In the first one, I will explore the conceptual topography of embodied music cognition as maintained by the authors, to see whether the empirical research proposed fits the aims of this standpoint. In the second I will argue that while Leman and Maes are right to move towards a more dynamically implemented stance, the arguments used to justify this shift seem to be inconsistent with the framework they account for. In the third and final part of this commentary I will claim that if the authors wish to dedicate their work to develop a truly embodied, sensorimotor, and dynamic account to music cognition, they would need to abandon some of the assumptions defended in their work, searching for further empirical corroboration in the concrete dynamics of interactive, or participatory, musical sense-making.

Musical Sense-Making and the Concept of Affordance: An Ecosemiotic and Experiential Approach

This article is interdisciplinary in its claims. Evolving around the ecological concept of affordance, it brings together pragmatics and ecological psychology. Starting from the theoretical writings of Peirce, Dewey and James, the biosemiotic claims of von Uexküll, Gibson’s ecological approach to perception and some empirical evidence from recent neurobiological research, it elaborates on the concepts of experiential and enactive cognition as applied to music. In order to provide an operational description of this approach, it introduces some conceptual tools from the domain of cybernetics with a major focus on the concept of circularity, which links perception to action in a continuous process of sense-making and interaction with the environment. As such, it is closely related to some pragmatic, biosemiotic and ecosemiotic claims which can be subsumed under the general notion of functional significance. An attempt is made to apply this conceptual framework to the process of musical sense-making which involves the realisation of systemic cognition in the context of epistemic interactions that are grounded in our biology and possibilities for adaptive control. Central in this approach is the concept of coping with the environment, or, in musical terms, to perceive the sounding music in terms of what it affords for the consummation of musical behaviour.

Children's graphical notations as representational tools for musical sense-making in a music-listening task

This article tries to answer two related questions: (i) what do children hear while listening to and making sense of music? and (ii) what kind of representational tools can be used to assess this sense-making? To answer these questions, we set up two empirical studies in which 89 children – 8–9-year-olds and 11–12-year-olds (first study) – and 331 children – 8–10-year-olds and 11–13-year-olds, with and without extra music training (second study) – were exposed to a music listening task. The aim of the studies was to get an overall picture of the variety of children's musical representations by means of their graphical notations, and to investigate the impact of age, formal musical training and the characteristics of the musical fragment on these notations. A major finding of the first study was the emergence of two main categories of notations, namely ‘global’ and ‘differentiated’ notations, with a very strong dominance of global over differentiated ones and a negligible impact of subject and task variables. The second study, in which we presented researcher-generated instead of existing musical fragments, yielded a larger number of differentiated notations, and a considerable impact of age and formal musical education as well as of the musical characteristics on these notations. Both studies were ascertaining studies with the aim to describe and analyse the development of children's graphical notations under given instructional conditions. To account for some of the limitations of these studies, some additional design-based research is suggested. Extensive findings/exemplars of both studies can be found on the Cambridge University Press website.

Similarity perception as a cognitive tool for musical sense-making: Deictic and ecological claims

This is a programmatic paper. It elaborates on the concept of similarity as a cognitive tool for sense-making in music. Taking as a starting point the definition of similarity as a relational concept, it tries to provide a description in terms of standard and goal that can be applied to the delimitation of elements as well as to the comparison of these elements with each other. As such it focusses on three major topics: (i) the delimitation of elements, (ii) the comparison of these elements to themselves (self-reference) and to each other, and (iii) an operational framework for the delimitation of these elements. The latter is considered from the position of deixis and ecological perception, relying on the “deictic” act of mental pointing to elements that are eligible for deliberate attention as well as on the “ecological” principles of event perception and cognitive economy. It is possible, further, to conceive of pointing as an internal construction of an external operation, and to consider pointing as a predication process which can be applied to focal points as well as to events with at least some extension through time.