An Analysis of Music Courses Offered in the Primary School Teacher Education Programs in Turkey (original) (raw)
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2023
Fine arts high schools are schools that form the basis for vocational music education given in higher education institutions. These schools form the basis for higher institutions; therefore, it is of great importance that the contents of their curriculum be of a quality that will prepare them for higher education institutions. Based on this purpose, in this study, eight music department programs that have been reached in the fine arts high school music departments from their establishment to the present day were examined comparatively. Document analysis method was used in the data collection process of this case study model research, one of the qualitative research methods, was used. The data obtained by document analysis were analyzed by content analysis. When the findings obtained from the research were examined, it was found that the most striking results were that the biggest change at the first and second-grade level was in the foreign language course, as a result of the separation of high schools as “Music” department, “Turkish Folk Music” department and “Turkish Art Music” department in 2016, the piano course at the third-grade level was only included in the third and fourth grades of the music curriculum, and the course, which was under the name of “choir” until 2005, was divided into “Western Music Choir” and “Turkish Music Choir” after 2005. Suggestions were given in line with the results of the research.
The Problems of Music Teachers in Primary Education Schools in Turkey and Solution Offers
Procedia - Social and Behavioral Sciences, 2012
This research aims at determining and describing the basic problems experienced in the course "Music Education" in primary education schools from music teachers' perspectives, and contributing to make the course more functional. This is a qualitative research study and employs interviews in order to collect the data in determining the perspectives, experiences, feelings and perceptions of music teachers working in primary education schools. Having written down and having analysed the data, the findings were interpreted. Based on the findings, recommendations were made for solutions.
A Thematic Review of the Studies on the Music Teacher Competencies in Turkey
International Education Studies, 2021
The first official works about the teacher competencies in Turkey were began in 1998 and many revisions made since then. In this framework, subject-specific competencies were prepared for some areas for primary education in 2008 and secondary education in 2011. This research aimed to review and analyze studies about music teacher competencies between 2008 and 2017 when music teacher competencies were in effect. For this purpose, the studies conducted during this period in Turkey were scanned, and the thematic content analysis was carried out within the framework of the method/design, sample group, data collection tools, aims, results, and recommendations. One of the research findings showed that the studies concerned were particularly related to the competency areas of planning and regulation, the theoretical-applied knowledge and skill, and professional development. Another finding pointed out that the vast majority of the studies employed a descriptive survey model. Last but not l...
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Contemporary literature suggests that there is a growing body of research in music education, however, research on the teaching processes and effective teaching strategies of primary teachers in teaching music is highly limited and highlights the need for qualitative research in the pedagogy of music. Thus, with reference to music as one of the foundation subjects of the Turkish primary curriculum, this study aims to investigate primary teachers' teaching strategies in Turkish primary classrooms. In the study the 'qualitative' research approach was adopted in order to fulfil the aims and objectives of the study. The study was carried out in two state primary schools in Turkey. A total of six primary school teachers with different educational backgrounds participated in the study. As one of the research instruments, a semi-structured interview schedule was prepared and participant teachers were interviewed regarding their perceptions about music education and experiences in the classrooms. As a second means of data collection, classroom observation was used as an instrument.
Croatian Journal of Education-Hrvatski Casopis za Odgoj i obrazovanje, 2013
Within the Croatian education system there is a great awareness of the need for quality education of future teachers and of the need to continually enforce teachers' competencies. The actual implementation of music education shows quite a different and uneven quality of work in music classes. This research aims to investigate the teachers' opinions regarding different possibilities of teaching songs within music classes in relation to the education required for 1st to 4th grade primary school teachers. The assumption is that those teachers who introduce songs in class by playing it on an instrument would state that an additional music education would be needed to manage music classes (subject teacher education), whereas those teachers who introduce songs by mere mechanical reproduction would state the opposite. The research was conducted on a group of 160 teachers by using a questionnaire with a Likert scale, and for testing the difference a t-test was used. As a result, the...
International Journal of Social Sciences and Education Research, 2016
Background: Turkey's relations with other countries have set on a different framework in the recent years. Especially to fulfil the obligations of being an EU member, a lot of work is being carried out in different perspectives. There is effort to build up relationships with EU member countries on many subjects however there still is not enough information on these countries' education system. In scope of the research, the music teachers who have graduated from Turkish educational institutions have been compared to their European counterparts in terms of their educational status and the results of the research have been noteworthy
The Analysis of the 'Play, Dance and Music' Course in the Department of Music Education in Turkey
This study analyses the Play, Dance, and Music course which is located in the seventh semester Music Teaching Undergraduate program prepared by the Council of Higher Education. The aims of the study are to give information about the aim, scope, and the process of the Play, Dance, and Music course, which takes part in the Department of Music Education in Turkey and also to make suggestions to students and instructors of the course for more efficient processing; by analyzing the course as nounal and definitional.
An Evaluation of Educational Music in Turkey Based on Composers’ Opinions
Journal of Education and Learning, 2019
There are various studies concerning the present situation of the phenomenon of educational music, which dates back to the early years of the Republic i.e. which emerged 90 years ago, the problems in the area, and solutions to these problems as well as the concept of "educational music" which is used to define the songs that are part of music education. The objective of the present study is to evaluate the area of educational music based on composers' opinions, in other words, on the opinions of the creators of the subject music, and to determine the present situation of the area in the light of these evaluations. For these purposes, 7 composers, all of whom had contributed to educational music, were interviewed. The resultant data were analyzed under three themes by means of content analysis. The themes were the concept of educational music, educational music compositions and educational music composing. As a result, composers indicated that songs composed as educational music pieces should have a content that children can relate to. They also said that music teachers and prospective music teachers who had the ability to compose should engage in the composition of educational music. According to composers, in order for songs to be of good musical quality; easy and catchy melodies and lyrics, prosody, melodic sequence, harmonic structure and form components were important. Composers also expressed their opinions regarding "the points to be considered and the method to be followed in the process of composition", "essential skills and knowledge in addition to the ability to compose", and "types of music preferred in compositions". In addition to this research, further studies, which take opinions of music teachers, who are the appliers of educational music, and those of students, who are the receivers and consumers of educational music, into account, can be undertaken so as to be able to evaluate the area of educational music from different perspectives.
A Study Related to the Usage of Contemporary Turkish Piano Music Works in Music Teacher Training
Procedia - Social and Behavioral Sciences, 2014
The formation of Turkish music repertoire has been encouraged since the establishment of the Republic in Turkey, and Turkish composers' intensive efforts have raised our tunes with national motifs to the universal music level. In this regard, many artistic and educational oriented works of art have been written, which take their source from classical Turkish music and rhythms for the piano repertoire. Music teachers in Turkey are trained in the departments of music education, department of fine arts education in faculties of education at universities. Piano education is very important in music teacher training. Students are given piano training during their undergraduate studies of 4 years, and graduate with the vocalization of a wide repertoire ranging from the works of art of the baroque period to the ones in the contemporary period. Contemporary Turkish piano music works carry a great importance within this repertoire. The purpose of this research is to put forward with a current point of view the position and importance of contemporary Turkish piano music works in music teacher training in our present day.Within the scope of the research, Turkish piano music works in terms of programs and repertoire in music teacher training will be analysed on account of their technical features and appropriateness in education, and by handling them with a model directed towards establishing a situation, encountered difficulties and resolution suggestions will be evaluated within the framework of a descriptive method.
THE INITIAL TRAINING OF TEACHERS FOR MUSIC TEACHING IN PRIMARY SCHOOL
The first formalization of program lines concerning the introduction to musical education in primary school in Italy takes place in 1985 (D.P.R. of 12/02/1985). The next legal documents (D.L. of 19/02/04, n. 59; D.M. of 31/07/07) underline the formative importance of doing music and the quality of cognitive processes which are involved and activated in this experience. However, an incongruent problem had emerged since 1985 and it is still considered as such: the introduction of a professional figure owning specific competences has not been taken into account for musical education at school. The remarks on the educational effectiveness of various teachingmusical activities also highlight the differences and discrepancies between ministerial program lines and real curriculum. In fact, a recent study has underlined the absence of correspondence between students’ real learning and what is expected according to the Educational Programs of 1985 until the recent National Indications. The main difficulty consists in training teachers who are able to carry out this task. The problem of a music education also in a primary school can be only solved by a systematic and generalized utilization of specifically trained teachers. This statement dates back thirty years ago while the introduction of the degree course in Primary Education Sciences is relatively recent (For instance, this course has been activated since 1998-99 at the University of Salerno). The purpose of this study is to give an answer to the following question: what can be the pedagogical coordinates for the definition of a possible university studies curriculum for music teaching in primary school? A questionnaire, which has been submitted to 629 primary school teachers, has stressed a substantial inconsistency concerning the following factors: - the relation between awareness and competences owned by every teacher and the consequent effect in daily teaching activities; - every teacher’s idea about the importance of education, contents and professional competences which are essential in order to organize and carry out formative paths. These significant factors can be surely useful to identify some specific areas of competences that the students of the degree course in Primary Education Sciences should be able to acquire (or develop) in order to organize, plan and carry out a study path which can be coherent with the aims linked to the objective need of education. In fact, the quality of future teachers’ learning depends on the quality of the university formative offer. Since a learner is not a simple listener but he is able to manipulate and produce sound events, it is very important to give future teachers basic competences useful for music teaching.