scholarly journals Reaching the effective Music literacy: Kodaly methodEtkili müzikal okuryazarlığa ulaşmak: Kodaly yöntemi

2017 ◽  
Vol 14 (4) ◽  
pp. 4308
Author(s):  
Peyruze Rana Şimşek ◽  
Sermin Bilen
Keyword(s):  
Music Education ◽  
Teacher Candidates ◽  
Music Teacher ◽  
Early Music ◽  
Important Place ◽  
Kodaly Method ◽  
Hearing Ability ◽  
Method Integration ◽  
Music Methods ◽  
Musical Literacy

Kodaly method, which did not commonly used in Turkey and known less when compared to other music methods, is important and distinctive because of being a system instead of an approach. One of the most important factors creating this difference is Kodaly’s effectiveness on solmization education. This method’s effectiveness on range thinking and perceiving harmonic structure compared to classical solmization education is being supported by findings of varied studies. Kodaly method is a whole in which every need adressed meticulously and stages edited in order to fulfil indicated needs. Kodaly, which based on assumption that every individual’s instrument is her voice, emphasized the importance of active participation in music education, aimed to develop hearing ability and musical literacy, does have an important place in early music education. In music education, it is aimed to train individuals who have musical literacy from childhood to adulthood. Music educators’ and music teacher candidates’ knowledge and adoption of practices such as Kodaly method, integration of these practices with their prior knowledge and own methods, would help next generation to approach music and life more actively and lively. Therefore, aim of this study is to present knowledge about Kodaly method, philosophy and method tools and also present a sample solmization course prepared according to Kodaly systematic.Extended English abstract is in the end of Full Text PDF (TURKISH) file. ÖzetÜlkemizde yaygın olarak kullanılmayan ve diğer müzik eğitimi yöntemleriyle kıyaslandığında daha az tanınan Kodaly yöntemi, bir yaklaşım değil, bir sistem olması nedeniyle farklılık ve önem taşır. Bu farklılığı yaratan en önemli unsurlardan biri, solfej eğitimi konusunda etkili olmasıdır. Yöntemin, aralık düşünme ve armonik yapıyı algılamada, klasik solfej eğitimine göre daha etkili olduğu çeşitli araştırma bulgularıyla da desteklenmiştir. Kodaly yöntemi, müzik öğrenimi yolunda her gereksinimin titizlikle belirlendiği ve bu gereksinimlere yanıt vermek üzere her aşamanın özenle kurgulandığı bir bütündür. Temel çalgısının her bireyin kendi sesi olduğu görüşü üzerine oturtulan, müzik eğitimine aktif katılımın öneminin her zaman vurgulandığı, işitme becerisinin geliştirilmesi ve müzikal okuryazarlığın artmasının amaçlandığı yöntemde, erken dönem müzik eğitimi önemli bir yer kaplar. Çocukluktan başlayıp yetişkinliğe kadar uzanarak müzikal anlamda okuryazar bireylerin yetiştirilmesi hedeflenir. Müzik eğitimcileri ve müzik öğretmeni adaylarının Kodaly yöntemi gibi uygulamaları tanıyarak ve benimseyerek kendi yöntemleri ve var olan bilgileriyle harmanlamaları, gelecek nesillerin müziğe, dolayısıyla yaşama daha aktif ve sevgi ile yaklaşmalarına yardımcı olabilir. Bu nedenle, bu çalışmada, Kodaly yöntemi, felsefesi ve yöntem araçları ile ilgili bilgilere yer verilmiş, solfej eğitimine katkıda bulunmak amacıyla Kodaly sistematiği gözetilerek örnek bir solfej dersi sunulmuştur.

Characteristics of Early Childhood and Elementary General Music Methods Coursework for Preservice Music Teachers

2021 ◽  
pp. 105708372110245
Author(s):  
Karen Salvador ◽  
Mara E. Culp
Keyword(s):  
Early Childhood ◽  
Teacher Candidates ◽  
Music Teachers ◽  
Music Educators ◽  
Music Teacher ◽  
Teacher Education Programs ◽  
General Music ◽  
Music Teacher Education ◽  
Music Methods ◽  
Elementary General Music

Although many music teacher candidates begin university studies planning to teach secondary ensembles, most will ultimately be certified to teach younger children and may be called to do so. The purpose of this study was to examine how music teacher education programs prepare preservice music educators to teach music to children from birth through elementary school through coursework. We emailed survey invitations to representatives from 512 institutions accredited by the National Association of Schools of Music to prepare music educators. We received 134 usable responses (response rate = 26%). Nearly all respondents offered elementary general music methods (EGMM), and over three quarters required EGMM for all students in initial licensure programs. Only about one in ten responding institutions offered early childhood music methods (ECMM). We describe findings on EGMM and ECMM course structures, content, and materials as well as the employment status, degree background, and other qualifications of the person who typically taught this coursework

scholarly journals The Effect of the Tuning System and Instrument Variables on Modal Dictation Performance

2017 ◽  
Vol 6 (1) ◽  
pp. 124
Author(s):  
Rasim Erol Demirbatır ◽  
Hatice Çeliktaş ◽  
Doruk Engür
Keyword(s):  
Music Education ◽  
Music Teacher ◽  
Difficulty Level ◽  
Sight Reading ◽  
Music Teacher Education ◽  
Ear Training ◽  
Important Place ◽  
Bachelor Degree ◽  
Equal Temperament ◽  
Tuning Systems

Ear training and musical literacy (ETML) education is one of the main dimensions of the bachelor degree program of music teacher education departments, which provides professional music education. In ETML education, hearing, sight-reading and dictation studies for Turkish music makams have an important place. In this study, it was aimed to investigate the effects of different instrument sources and tuning systems; namely, equal tempered or traditionally tempered, on the modal dictation performances of students in dictation exercises in the scope of ETML education. This research was conducted with 56 bachelor degree music education students who were taking ETML course. While equal tempered and traditional instruments (piano and kanun) were used as the sound source in the research, examples of equal difficulty level in Huseyni makam scale, which is one of the main makams of Turkish music, were used as dictation material. Both instruments were tuned in accordance with both the equal temperament and the traditional makam system so that four different dictation types were created. As a result of the research, it has been determined that the students are more successful when piano is used in dictation than kanun-dictated trials and in terms of tuning system, the students are found to be more successful with equal tempered system when compared with traditional tuning system. The instrument and tuning interaction was not statistically significant.

scholarly journals The relation between employment hope and emotional expression levels of music teacher candidates

2018 ◽  
Vol 15 (1) ◽  
pp. 451
Author(s):  
Mürvet Nevra Küpana
Keyword(s):  
Music Education ◽  
Emotional Expression ◽  
Teacher Candidates ◽  
Personal Information ◽  
Fine Arts ◽  
Music Teacher ◽  
Emotional Expressivity ◽  
Study Group ◽  
Data Collection Tool ◽  
Academic Year

The objective of this research is to present the relation between employment hope levels and emotional expressivity levels of music teacher candidates. A total of 226 music teacher candidates studying Music Education in Faculties of Fine Arts in Marmara University, Trakya University, Karadeniz Technical University and Necmettin Erbakan University in 2015-2016 academic year constituted the study group of the research. Employment Hope Scale, Berkeley Expressivity Scale and Personal Information Form were used as data collection tool. Data acquired through these scales were analyzed through Pearson’s Product Moment Correlation Coefficient. In this study, a significantly relation was found between employment hope levels and emotional expressivity levels of music teacher candidates.

scholarly journals Attitudes of Music Teacher Candidates for Non-Field Courses

2020 ◽  
Vol 8 (7) ◽  
pp. 20
Author(s):  
Mustafa Kabataş
Keyword(s):  
Music Education ◽  
Teacher Candidates ◽  
Arts Education ◽  
Fine Arts ◽  
Field Research ◽  
Attitude Scale ◽  
Music Teacher ◽  
Education Department ◽  
Faculty Of Education ◽  
Fine Arts Education

People dealing with music do not usually deal with other fields. Artist spirits do not allow for this reason; Music teacher candidates have difficulty in non-music lessons during their student years. The subject of this study is why non-field courses force them, how they will succeed and how they will achieve it. This research; It aims to determine how students of the Faculty of Education, Department of Fine Arts Education, Department of Music Education, view their perspectives on courses outside the field. Research; It was applied over 43 students of Kastamonu University Faculty of Education Fine Arts Education Department Music Education Department students. Likert type attitude scale was used while collecting the research data. The data obtained from the research is transferred in the findings section. The data obtained are discussed in the results and recommendations section. Research is important in terms of contributing to music education faculty students, academicians and music field experts.

scholarly journals The Relationship Between the Music Teacher Candidates’ Computer-Assisted Teaching Attitudes and Exam Anxiety in Computer Literacy

2018 ◽  
Vol 6 (11) ◽  
pp. 215
Author(s):  
Ismet Arici
Keyword(s):  
Music Education ◽  
Teacher Candidates ◽  
Positive Impact ◽  
Negative Relationship ◽  
Computer Assisted ◽  
Music Teaching ◽  
Important Place ◽  
Anxiety Levels ◽  
Exam Anxiety ◽  
Teaching Attitudes

Today, improving instructional technologies have increased at a significant pace particularly with the introduction of computers in education. Computers have contributed greatly to every field of education. Computers have supported the preparation of powerful audio-visual materials with multiple-media features and have also empowered the education sector with the software options intended for different fields. Consequently; computer-assisted education (CAE) has come into its own.As the use of computers has become widespread and computers have found an important place in education, attitudes about computer-assisted education have become important, as well. Particularly the empowerment of the attitudes of teacher candidates, as the educators of the future, toward computer-assisted education, is a significant gain for education.Computer literacy lessons provided for in education faculties are significant in that they may help teacher candidates to prepare computer-assisted education materials and to use computers effectively in education process.Finding out whether the attitudes toward computer-assisted education have positive impact on exam anxiety in computer lessons, analysing the factors which determine the attitudes, and understanding the reasons for anxiety will be useful in carrying out new researchers in order to make significant contributions to education processes.This research included 46 teacher candidates studying Computer-Assisted Music Teaching in the Department of Music Teaching Education at Marmara University. The students completed the exam anxiety inventory and CAE attitude scale prior to administration of the computer-assisted music education exam. The results of the research indicated a significant negative relationship between the students’ CAE attitude levels and their anxiety levels. Findings of the scales showed that, CAE attitudes were high and anxiety levels were low. Findings of the study indicated that the computer education they received contributed positively to their computer experiences and their attitudes towards CAE.

scholarly journals An Analysis of the Path of Music Education Reform in Colleges and Universities from the Perspective of National Cultural Heritage

2021 ◽  
Vol 3 (3) ◽  
pp. 44
Author(s):  
Li Li
Keyword(s):  
Music Education ◽  
Education Reform ◽  
National Culture ◽  
Colleges And Universities ◽  
Quality Education ◽  
Music Teacher ◽  
Music Teaching ◽  
New Era ◽  
Musical Literacy

Music education is one of the most important contents in the process of quality education in colleges and universities. With the deepening of the education system, how to make students have high musical literacy is particularly important. As a music teacher in colleges and universities in the new era, we should pay attention to the irreplaceable role of national culture in the reform of music teaching. From the perspective of national culture, this paper discusses the reform of music teaching, hoping to promote the development of music education in colleges and universities.

scholarly journals The Relationship between the Values of Primary School and Music Teacher Candidates and Their Cheating Attitudes

2017 ◽  
Vol 7 (1) ◽  
pp. 281
Author(s):  
Asuman Seda Saracaloglu ◽  
Ceren Saygi Gerceker ◽  
Soner Aladag
Keyword(s):  
Music Education ◽  
Primary School ◽  
Teacher Candidates ◽  
School Teacher ◽  
Music Teacher ◽  
Primary School Teacher ◽  
School Teaching ◽  
Significant Difference ◽  
The Relationship ◽  
Cheating Attitudes

The aim of this research is to examine the relationship between the values of primary and music teacher candidates and their cheating attitudes in terms of different variables. The study group of the research is composed of 249 students who are studying at the Departments of Primary School Teaching and Music Education at Adnan Menderes University Faculty of Education. In the research, Portrait Values Questionnaire and personal information form were used. In the analysis of data, t test, ANOVA, correlation analysis and tukey HSD test was used. It was detected that teacher candidates had high levels of value perceptions and the three most important values were universalism, security and self-direction. It was found that there was a statistically significant difference in primary school and music teacher candidates in all values except achievement, hedonism and stimulation according to their departments. This difference was on behalf of primary school teacher candidates. Another conclusion of the research was the gender variable. In all values except power, significant difference was on behalf of females. When the value scores of primary school and music teacher candidates were examined, all the values except for power were on behalf of freshmen. It was seen that there were significant differences between the teacher candidates’ academic achievement perceptions and their value scores of achievement, stimulation, self-direction, universalism, benevolence, tradition, conformity and security except power and hedonism values. Findings related to cheating, which was another variance of the research, are as follows; cheating attitudes of primary school and music teacher candidates were moderate. It was detected that the participants had negative attitudes towards cheating. A significant difference was detected in cheating attitude according to the department. In other words, it was seen that music teacher candidates were more positive towards cheating. When cheating attitudes according to gender variable were examined, it was seen that there was a significant difference on behalf of females.

Reliability and Construct Validity of the edTPA for Music Education

2021 ◽  
pp. 105708372110078
Author(s):  
Phillip M. Hash
Keyword(s):  
Music Education ◽  
Teacher Candidates ◽  
Music Teachers ◽  
Factor Model ◽  
A Priori ◽  
Music Teacher ◽  
Current Form ◽  
The One ◽  
Psychometric Quality ◽  
Three Factor

The purpose of this study was to examine the psychometric quality of Educative Teacher Performance Assessment (edTPA) scores for 136 preservice music teachers at a Midwest university. I addressed the factor structure of the edTPA for music education, the extent to which the edTPA fits the one- and three-factor a priori models proposed by the test authors, and the reliability of edTPA scores awarded to music education students. Factor analysis did not support the a priori one-factor model around teacher readiness, or the three-factor model based on the edTPA tasks of Planning, Instruction, and Assessment. Internal consistency was acceptable for all rubrics together and for the Instruction task. However, estimates of interrater reliability fell substantially below those reported by test administrators. These findings indicate the need for revision of the edTPA for music education and call into question its continued use among music teacher candidates in its current form.

scholarly journals The Evaluation of Music Teacher Candidates’ Awareness of Music Applications and Software, Their Frequency of Use and Purpose of Use

2019 ◽  
Vol 7 (10) ◽  
pp. 99
Author(s):  
Emrah Lehimler
Keyword(s):  
Music Education ◽  
Music Theory ◽  
Teacher Candidates ◽  
Grade Level ◽  
Music Performance ◽  
Music Teacher ◽  
Music Notation ◽  
Frequency Of Use ◽  
Department Of Music ◽  
Academic Year

The purpose of the study is to examine the music teacher candidates' awareness of music applications and software, their frequency of use and purpose of use in terms of gender and grade level variables. The study group consists of 452 students studying in department of music education in 6 universities in Turkey during the 2018-2019 academic year. In order to collect data, a two-part questionnaire developed by the researcher was used.According to the results of the research, it was seen that music teacher candidates who are aware of the existence of applications for music notation, applications containing instruments for music performance, applications for listening/watching music and applications for recording/mixing stage were quite high compared to those who were not aware. It was observed that the number of those who were not aware of the applications of instrument education, applications of choir/singing and applications of music theory and hearing education were higher than those who were aware. It was seen that the most commonly used applications were applications that include instruments for music performance and applications for listening/watching music. It was seen that applications for choir/singing, applications for instrument education, applications for music theory and hearing education, and applications for recording/mixing stage were rarely used.According to the results obtained from the research, applications for music theory and hearing education, applications for instrument education and applications that include instruments for music performance were mostly used for professional development. It was found that applications for writing notes were mostly used for homework. Applications for listening/watching music, recording / mixing stage and chorus/singing applications were mostly used for entertainment purposes.The results of the study showed that music teacher candidates were less familiar with applications and software especially for the performance aspect of music. According to the results, it can be said that music teacher candidates do not know music applications and software adequately.

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