scholarly journals An Investigation of Music Teacher Candidates’ Performance Anxiety Levels in Piano Examinations

2018 ◽  
Vol 7 (1) ◽  
pp. 299 ◽  
Author(s):  
Deniz Beste Cevik Kilic
Keyword(s):  
Music Education ◽  
Teacher Candidates ◽  
Performance Anxiety ◽  
Music Teacher ◽  
Male Students ◽  
Western Turkey ◽  
Piano Education ◽  
Anxiety Levels ◽  
Education Of Students

Examination anxiety in piano education, one of the important courses in music education, can negatively affect both success in examinations and the education of students. This study aimed to determine the anxiety levels of students in the music education departments of universities in western Turkey regarding their piano examinations and their significance according to different variables. The study sample consisted of 174 female and 107 male students. The study found the students’ performance anxiety levels related to piano examinations to be moderate. There were no statistically significant differences in their anxiety levels by gender or age. Students with their own pianos were less likely to have performance concerns regarding piano examinations than those without. It was also found that the students’ year of study had a significant effect on their performance anxiety levels in piano examinations.

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.

scholarly journals Identification of the Predictive Power of Five Factor Personality Traits for Individual Instrument Performance Anxiety

2017 ◽  
Vol 5 (9) ◽  
pp. 109 ◽  
Author(s):  
Gökhan Özdemir ◽  
Esra Dalkıran
Keyword(s):  
Music Education ◽  
Personality Traits ◽  
Predictive Power ◽  
Performance Anxiety ◽  
Anxiety Level ◽  
Instrument Performance ◽  
Anxiety Levels ◽  
And Performance ◽  
The Individual ◽  
Emotional Balance

This study, with the aim of identifying the predictive power of the five-factor personality traits of music teacher candidates on individual instrument performance anxiety, was designed according to the relational screening model. The study population was students attending the Music Education branch of Fine Arts Education Departments in Educational Faculties in Turkey with the sample comprising 256 students attending the Music Education branch of Mehmet Akif Ersoy University, Pamukkale University and Muğla Sıtkı Koçman University during the 2016-2017 academic year. For data collection in the study, the Individual Instrument Performance Test Anxiety Scale developed by Dalkıran et al. (2014) and the Adjective-based Personality Test developed by Bacanlı et al. (2009) according to the five factor concept were used. Correlation analysis was performed to test whether there was a significant correlation between the individual instrument performance anxiety of students and the five factor personality traits. Additionally, to determine the predictive power of the five factor personality traits on individual instrument test performance anxiety of Music Education branch students, standard multiple regression analysis was performed. Data were tested at the significance level of 0.05. According to the obtained data, it can be said there is a significant correlation between the individual instrument performance anxiety levels and the five factor personality traits of Music Education branch students. A positive and high level relationship was identified between performance anxiety levels and the five factor personality trait of emotional balance/neuroticism, while there was no correlation with agreeableness and performance anxiety level. Extraversion and openness to experience had a negative correlation with performance anxiety level, while there was a positive correlation observed between conscientiousness and performance anxiety. The five factor personality traits of emotional balance/neuroticism and conscientiousness positively and significantly predicted performance anxiety, while extraversion negatively and significantly predicted performance anxiety level. Contrarily, openness to experience and agreeableness were not identified to significantly predict performance anxiety level.

scholarly journals Investigation of the correlation of academic motivation and music performance anxiety levels

2020 ◽  
Vol 15 (6) ◽  
pp. 1599-1613
Author(s):  
Bilge Atay ◽  
Tülün Malkoç ◽  
Hakan Bağcı
Keyword(s):  
Music Education ◽  
Academic Motivation ◽  
Music Performance ◽  
Performance Anxiety ◽  
Correlation Technique ◽  
Frequency Distributions ◽  
Music Performance Anxiety ◽  
Academic Motivation Scale ◽  
Anxiety Levels ◽  
Service Music

This research was carried out to measure the academic motivation levels of  pre-service music teachers as well as the  music performance anxiety levels to investigate potential correlations between them. The sample group of this scanning modelled study is comprised of 241 students studying at departments of music education at Niğde Ömer Halis Demir University, Pamukkale University, Konya Necmettin Erbakan University and Karadeniz Technical University. To determine the demographic features of the students taking part in the study, a demographic information form was used. In order to measure students’ music performance anxiety and academic motivation levels, the data collected using the Music Performance Anxiety Scale and Academic Motivation Scale. The data was analyzed using percentage and frequency distributions. The Pearson Product Moments’ Correlation technique, which is commonly used to calculate the correlation between the variables, was used. As the result of the findings obtained from the study, a significant positive correlation was found between music performance anxiety and academic motivation levels of the students. The anxiety and academic motivation levels of pre-service teachers were found to be moderate.   Keywords: Music education; music teacher, music performance anxiety, academic motivation.

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.

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