• Korean Journal of Child Studies
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• v.36 no.6
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• pp.101-123
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• 2015

The purpose of this study was to examine how musical pieces were presented in music activities on the Teacher's Guidebooks in order for young children to experience the aesthetics of music. For the purposes of this research, the ways to address musical elements and the music activities of 100 musical works in the Teacher's Guidebooks were analyzed. In addition, the aesthetic qualities of the same musical pieces presented by the sound sources were examined. Following this, an analysis of the relationship between the elements used and the aesthetic qualities of the music was carried out by comparing the previous analysis. The results were as follows. First, melody (38.1%), rhythm (29.0%), and timbre (20.5%) were the most utilized elements of musical works in such activities. Secondly, the most utilized method to present music activities was singing. Among 100 musical pieces, 74 pieces used singing activities. Next, the most audible aesthetic quality from sound sources was that of the melody, presented in 69 pieces (46.6%) among 100 musical works. Lastly, among 100 musical works, at least 64 pieces were matched with more than one, whereas 34 did not.

• Science of Emotion and Sensibility
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• v.16 no.2
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• pp.187-194
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• 2013

The final aim of the present study is to build a system of converting a color image into musical elements based on a synesthetic perception, emulating human synesthetic skills, which make it possible to associate a color image with a specific sound. This can be done on the basis of the similarities between physical frequency information of both light and sound. As a first step, an input true color image is converted into hue, saturation, and intensity domains based on a color model conversion theory. In the next step, musical elements including note, octave, loudness, and duration are extracted from each domain of the HSI color model. A fundamental frequency (F0) is then extracted from both hue and intensity histograms. The loudness and duration are extracted from both intensity and saturation histograms, respectively. In experiments, the proposed system on the conversion of a color image into musical elements was implemented using standard C and Microsoft Visual C++(ver. 6.0). Through the proposed system, the extracted musical elements were synthesized to finally generate a sound source in a WAV file format. The simulation results revealed that the musical elements, which were extracted from an input RGB color image, reflected in its output sound signals.

• Journal of Korea Multimedia Society
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• v.17 no.10
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• pp.1239-1252
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• 2014

The OST (Original Sound Track) in the film plays a vital role in increasing consensus and concentration to the storyline. The selected 4 animations are classified into 17 Narrative Processes (NP) by using NP Classification Model [1]. For the NPs each having OSTs, the authors have investigated 6 kinds of objective musical elements of the OST such as sound (speech, music, effect), tonality, tempo, range, intensity, and instrumentation. It is found that there are 33.3% common musical elements among all of them for the NPs with OSTs commonly. Among them, it is also found that there are 71.9% of common properties of the musical element. This research is meaningful by firstly showing that there are common properties of objective musical elements in each NP and the corresponding OST.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.17 no.5
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• pp.213-218
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• 2016

Music copyright began in 1850 in France and, unlike other copyrighted works such as architecture or arts, which are based on visual conditions, copyrighted music is based the on trends of the times. The appropriate range of protection for musical works is not the entire music, but the part that is determined to be a creative expression deduced from the analysis of the musical structure. Concerning the issue of plagiarism in popular music, the determination of creativity plays an important role in whether a piece of music encroaches on the original copyrighted works or not. However, determining whether a work is an element of a previously copyrighted work should be achieved through a consensus formed by members of the relevant industry and academia rather than the court. The purpose of this study is to classify the creative and non-creative elements of popular music, in order to create a classification that can enable musical creators to provide a consensus on the elements of creative expression.

• Journal of Music and Human Behavior
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• v.3 no.2
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• pp.59-68
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• 2006

The purpose of this paper is to provide basic guidelines for listening and analyzing GIM music literature. Many GIM practitioners have developed listening guidelines for GIM music literature, however, there needs to be a more structured guidelines and criteria for beginning GIM trainees. This paper has utilized the psychoanalytic and existential analysis of musical elements suggested by Bruscia, which focuses on the rhythmic and tonal components of musical elements. These components deal with the energy level and emotional depth embedded in the music, which are important essences in imagery experiences. The paper further reviewed various approaches of analyzing music which are musical, phenomenological, and heuristic. These approaches include both musical analysis and analyzer's subjective experiences of music. However, it is more essential firstly to understand the basic musical criteria in relation to psychoanalytic and existential aspects before going into subjective experiences of music listening for the beginning GIM trainees.

• The Journal of the Korea Contents Association
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• v.14 no.11
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• pp.678-685
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• 2014

Film music expresses the inner mentality of characters and performs a suggestive role of narrative. This study suggests the process of musical change according to the psychological change of the characters in the movie "The Hours" by Stephen Daldry. These musical elements depending on the mental states prove that the minute differences of each depression symptom could be expressed using symbolic methods of musical elements.

• International Journal of Contents
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• v.9 no.4
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• pp.78-85
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• 2013

Music functions as a catalyst for various emotional experiences. Among the numerous genres of music, film music has been reported to induce strong emotional responses. However, the effectiveness of film music in evoking different types of emotions and its relationship in terms of which musical elements contribute to listeners' perception of intended emotion have been rarely investigated. The purpose of this study was to examine the congruence between the intended emotion and the perceived emotion of listeners in film music listening and to identify musical characteristics of film music that correspond with specific types of emotion. Additionally, the study aimed to investigate possible relationships between participants' identification responses and personal musical experience. A total of 147 college students listened to twelve 15-second music excerpts and identified the perceived emotion during music listening. The results showed a high degree of congruence between the intended emotion in film music and the participants' perceived emotion. Existence of tonality and modality were found to play an important role in listeners' perception of intended emotion. The findings suggest that identification of perceived emotion in film music excerpts was congruent regardless of individual differences. Specific music components that led to high congruence are further discussed.

• The Journal of the Acoustical Society of Korea
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• v.40 no.4
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• pp.290-296
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• 2021

The purpose of this study was to examine the perceived emotion of music according to cognitive styles of music listening. A total of 91 music-related graduate students participated in this study. They were given a questionnaire about perceived emotions of music, musical elements, and Music Empathizing-Music Systemizing Inventory. To analyze statistically, Descriptive statistics, paired t-test, ANalysis Of VAriance (ANOVA), multi-variate analysis, and Pearson correlation analysis were conducted. Results showed that participants had relatively universal experience in perceived emotions of both types of music, and also showed that musical elements contributed to the experience differed by cognitive styles of music listening.

• The Journal of the Korea Contents Association
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• v.22 no.3
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• pp.35-42
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• 2022

This study is to examine how architecture is affected by music through practical examples of VEX house that designed based on music Vexations to suggest for engraftment potential and application of musical elements to architectural design based on the correlation between music and architecture. VEX house has been transformed with repetition and musical elements such as loops, erratic scales and harmonies. Also, apart from VEX house, the album 'Vex' was applied from architecture to music. That is, those are taking into account the results of the exchanges of different arts. Through the application of various musical elements in the construction process of the building, the potential of the new aesthetics of the building is considered.

• Journal of Music and Human Behavior
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• v.9 no.2
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• pp.53-67
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• 2012

Improvisational music therapy is known to promote social engagement in children with autism. This study investigated salient features that characterize the engagement of the child with autism and the therapist in improvisational music therapy. Through video analysis of the children's behavior, this study sets out to investigate what engages children with autism into mutual play with the therapist in improvisational music therapy by measuring the shared musical elements between the child and the therapist during musical synchronicity episodes and the children's choice of instruments. A repeated measures, a crossover design was employed in two different conditions (n = 10). Children were randomly assigned into two groups; group 1 participated music therapy first, followed by play therapy second. Group 2 followed the reverse order. Specific target behaviors were analyzed in the selected sessions 1, 4, 8 and 12. As expected, improvisational music therapy produced markedly more and longer events of musical synchronicity in children with autism than the play sessions with toys (p < .001). Rhythm and dynamic appeared to be the two most salient elements during musical synchronicity events between the child and the therapist. Observational findings confirmed that horns and whistles were the most frequently selected instruments in music therapy, whereas a dollhouse set was in play therapy by children with autism. The clinical implications and the details of these findings are discussed further.