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Abstract
The purpose of this study was to examine the effect of mindful listening instruction on music listening sensitivity and music listening enjoyment. A pretest–posttest control group design was used. Participants, fourth-grade students (N = 42) from an elementary school in a large city in the Northeastern United States, were randomly assigned to two groups, Mindful Listening and Control. Both groups received instruction using the same lessons. Students in the Mindful Listening group received slightly different listening instructions designed to promote mindful listening. Results indicated that mindful listening instruction yielded higher scores (p < .05) for music listening sensitivity and music listening enjoyment. Suggestions for designing mindful listening activities are presented.
Keywords listening, listening enjoyment, listening sensitivity, mindfulness, music
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