A Study Related to the Usage of Contemporary Turkish Piano Music Works in Music Teacher Training (original) (raw)
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Educational Research and Reviews, 2015
This study determined the levels of recognizing piano works of contemporary Turkish composers, the importance of practicing these works and difficulty in playing these works by the prospective music teachers in the Departments of Music Education in Turkey. Furthermore, this study performed a comparative analysis on the opinions of the prospective teachers who have played the works of contemporary Turkish composers during their piano education and those who have not in recognizing these works and considering their practice necessary. The sampling of the study consists of a total of 166 prospective music teachers in the first, second, third and fourth grades. The study utilized a general screening model and the data analysis of the study was performed through SPSS 21.0. 37.3% of the prospective music teachers carried out a study on the piano works of contemporary Turkish composer while 62.7% of them did not. Furthermore, the study concluded that recognizing the piano works of Contemporary Turkish Composers, considering the practice of these works necessary and having difficulty in playing these works by the prospective music teachers do not vary according to the type of high school that they graduated from and their grades and that the levels of recognizing the piano works of Contemporary Turkish Composers and considering the practice of these works necessary do not vary according to whether they have played these works before or not.
JOURNAL OF EDUCATIONAL AND INSTRUCTIONAL STUDIES IN THE WORLD, 2015
Instrument education holds a vital position in music education with the piano being one of the most central instruments. Piano training both gives individuals a solid technique and assists them in their musical development. It is necessary in piano education to progress from simple to complex as well as from well-known to unknown. In addition, it is important to demonstrate to students various pieces of music from every musical period. Piano pedagogues should enable their students to progress technically by introducing them to numerous different works from the literature. It is imperative, in this context, to include piano works by Turkish composers in piano majors’ applied lessons. This research, which follows descriptive research methodology, focuses on determining the attitudes of conservatory piano students toward the use of Turkish composers’ piano works in their piano lessons. The data collection tool used in the research is specifically developed by the researchers. The validity of the data collection tool and the relevancy of questions in the questionnaire are determined according to expert opinions. In the following step, the questionnaire is put into its final form and a set of proposals are made that are based on the findings of the research.
The Elements of Contemporary Turkish Composers’ Solo Piano Works Used in Piano Education
International Education Studies, 2021
It is thought that to be successful in piano education it is important to understand how composers composed their solo piano works. In order to understand contemporary music, it is considered that the definition of today’s changing music understanding is possible with a closer examination of the ideas of contemporary composers about their artistic productions. For this reason, the qualitative research method was adopted in this study and the data obtained from the semi-structured interviews with 7 Turkish contemporary composers were analyzed by creating codes and themes with “Nvivo11 Qualitative Data Analysis Program”. The results obtained are musical elements of currents, styles, techniques, composers and genres that are influenced by contemporary Turkish composers’ solo piano works used in piano education. In total, 9 currents like Fluxus and New Complexity, 3 styles like Claudio Monteverdi, 5 techniques like Spectral Music and Polymodality, 5 composers like Karlheinz Stockhausen ...
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.
Educational Research and Reviews, 2015
In recent years almost every newly opened government funded university in Turkey has established a music department where future music teachers are educated and piano is compulsory for every single music teacher candidate in Turkey. The aim of this research is to compare piano teaching instructors' and their students' perceptions about the current piano education of Turkish music teacher candidates. Quantitative research techniques were used in order to analyze the collected data to know whether they were adjusted in normal dispersion by the Kolmogorov-Smirnov test. The Mann-Whitney U test was used for the comparison of the two groups, because the dimensions in this measurement were not from normal dispersion masses. Results from the research showed that both groups agreed that the piano lesson curriculum is not explicit and is deficient in general, one hour piano lesson a week is not enough for the complicated process of piano education, the facilities and equipment are deficient and compulsory piano lessons do not help enough students to improve the functional piano skills which are so vital in the music teaching profession.
An Analysis of Music Courses Offered in the Primary School Teacher Education Programs in Turkey
International Education Studies, 2017
The aim of this study was to analyze music courses applied within the scope of compulsory courses in the primary school teacher training model in Turkey. Being qualitative in nature, the current study utilized document analysis method. Towards the stated aim, four approaches were discussed. The first one is related to the titles of the music courses stipulated in the primary school teachers training process and the credits/hours allocated for the music courses during the university schooling period in Turkey since 1974. The second one covers the preparation and general quality of the music course standards applied up to now. The third one is related to music course standards and appearance of these standards in the current teaching program, and the last one is related to the analysis of "music and "music teaching curriculum framework" in terms of the expected behavior stated in the music teaching programs. In program analysis, three approaches were applied: Designed program analysis, conducted program analysis, and actualized program analysis.
İpek Yolu'nda Müzik Kültürü ve Eğitimi Bildiriler Kitabı, 2016
Kültür aktarımının en önemli araçlarından birisi belki de en önemlisi müziktir. Bu denli önemli bir aracın aynı zamanda çok büyük ve kapsamlı bir alanı oluşturduğu da bilinmektedir. Müziğin kültüre ait aktarımdaki bu belirgin yapısı genellikle geleneksel müziklerle ve özellikle de halk müziği ile tanımlanmaktadır. Eğitim ve kültür ilişkisinin en önemli ve çarpıcı hali sanat eğitiminde ortaya çıkmaktadır. Çünkü sanat; kültüre ait maddi, yazılı, görsel, sözlü ve işitsel birçok unsuru bünyesinde barındırmaktadır. Bu doğrultuda yapılacak sanat eğitiminin, bireylerin yaşadıkları topluma ilişkin kimlik ve aidiyet kavramlarını hissedebilmesi açısından ne kadar önemli olacağı açıktır. Bu düşüncelerle İspanya, Macaristan, Bulgaristan, Azerbaycan, Japonya gibi ülkelerin müzik eğitimi sistemleri ve modelleri ülkemizle karşılaştırmak açısından tercih edilebilir görünmekle birlikte daha önce yapılmış çalışmaları tekrar etmeme isteğiyle; ortak bir tarihi kültürel geçmişimiz ve coğrafi yakınlığımız olan, halk müziği anlayış, içerik ve çalgılarında birçok ortak nokta barındıran, kaynaklara ulaşma ve çözümleme açısından nispeten daha az sorunla karşılaşılacağı düşünülen, müzik eğitimi modeli ve uygulamaları açısından daha doğru sonuçlara ulaştığı kabul edilebilecek bir model ülke olarak Azerbaycan seçilmiştir. Bu bilgiler doğrultusunda araştırmanın problem cümlesi şu şekilde oluşturmaktadır: "Ülkemizde müzik öğretmenlerinin yetiştirildiği programda halk müziğinin yeri nedir ve bu bağlamda Türkiye ile Azerbaycan karşılaştırıldığında asıl bir tablo ortaya çıkmaktadır?" Music is, perhaps, one of the most important tools for conveying of culture. It is a known fact that such an important tool is also a very large and comprehensive field. This obvious aspect of music’s conveyance of culture is usually identified by traditional music types and especially with folk music. The most important and striking state of the relationship of education and culture is seen in the arts education since the arts consists of material, visual, literary and audio elements of culture. It should be obvious that such an education of the arts is vital for the individuals to grasp the concepts of identity and belonging to the society in which the individual lives. Even though the education models of such countries as Spain, Hungary, Bulgaria, Azerbaijan and Japan seem appropriate for comparison with the Turkish counterpart, for the accepted success of its music education model and its applications, Azerbaijan has been chosen as the model country in order not to repeat any previous study, and due to the common historic-cultural past and geographic closeness of the two countries, for the many common features of their instrument, and for the ease of reaching resources. Following the information above this study’s problem can be summed as follows: “What is the place of folk music in the programs that train music teachers and what is found when Turkey and Azerbaijan is compared?”
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.
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.