Important information modes and changes in situational relevance among students focusing on music education
| Important information modes | ||
| Ideological models of music as the second mode of symbolic representations | ||
| Other symbolic information | ||
| Changes in situational relevance | ||
| Pre-focus | Focus formulation | Post-focus |
| The symbolic modes most relevant when examining a general topic | The participants focused their works to matters related to ideological models and relevance of the other symbolic modes diminished | |
| During pre-focus, the enactive modes were often seen as not relevant | If own approach to instrument and musicianship was considered significant from the viewpoint of the thesis, the importance of the enactive modes could slightly increase after and during focus formulation | |
| Ideological models of music as the second mode of symbolic representations | ||
| Other symbolic information | ||
| Pre-focus | Focus formulation | Post-focus |
| The symbolic modes most relevant when examining a general topic | The participants focused their works to matters related to ideological models and relevance of the other symbolic modes diminished | |
| During pre-focus, the enactive modes were often seen as not relevant | If own approach to instrument and musicianship was considered significant from the viewpoint of the thesis, the importance of the enactive modes could slightly increase after and during focus formulation | |
Note: n=5
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