The Role of Music in the Development of Emotional Granularity in Children: A Literature Review and Proposed Applications
Open Access
Author:
Shvartsman, Dalia
Area of Honors:
Music
Degree:
Bachelor of Arts
Document Type:
Thesis
Thesis Supervisors:
Charles Dowell Youmans, Thesis Supervisor Charles Dowell Youmans, Thesis Honors Advisor Bryan E Nichols, Faculty Reader Maria Ann Vinca, Faculty Reader
Keywords:
emotional granularity acoustic cues prosody music therapy music education affect bursts autism spectrum disorder trait emotionality linguistic relativity
Abstract:
This thesis is an amalgamation of research supporting and supplementing how music can be used to increase emotional granularity (EG). Emotional granularity refers to the ability to make fine-grained differentiations in describing one’s emotions— an important skill for mental health and wellbeing. A central theme in cultivating EG through music lies in developing a nuanced sensitivity to the qualities of musical elements and acoustic cues and prosodic patterns in vocalization and speech. Elements taught in music education, such as developing rhythm, melody, movement, improvisation, and storytelling, act as stepping-stones in the process of the cognitive appraisal of emotions and granularity. Reasons for individual differences in the affective response to music are also explored, including trait emotionality, temperament, age, gender, neurodivergence, cultural and linguistic background, and musical expertise. Music therapy applications for developing EG in children with autism are also explored.
