OPINIONS OF SECONDARY SCHOOL MUSIC TEACHERS ON THE USE OF EBA (EDUCATIONAL INFORMATION NETWORK): SAMPLES OF ŞANLIURFA

With this research, it is aimed to determine the opinions of secondary school music teachers about the use of EBA. In line with the purpose of the research, the opinions of secondary school music teachers were taken by using the scanning model. The study group of the research consists of 22 music teachers working in ġanlıurfa in the 2021-2021 academic year. In order to collect data in the research, a semi-structured interview form was applied to the teachers. The data obtained as a result of the application were processed and descriptive analysis was made. As a result of the research, teachers related to EBA; They frequently use 'Live Lessons', 'Lessons' and 'My Page' modules, EBA contributes to them and the students, they do not have access problems to EBA, but students have access problems, they prefer 'Mobile Application' when using EBA, ' It was concluded that they performed the 'Live Lesson' module over the 'Zoom' application and did not record it, that they did not find the music lesson contents in the EBA sufficient, that they produced content and made the contents produced outside of the EBA accessible to the students. Keywords: Education Information Network, Distance Learning, Music Lesson

USE OF INFORMATION AND COMMUNICATION TECHNOLOGIES BY STUDENTS IN THE MUSIC LESSON IN A DISTANCE FORM OF LEARNING – PROBLEMS AND MOTIVATION

The knowledge and skills that students – future teachers acquire when presenting the curriculum in the music lesson through the use of information and communication technologies in distance learning are part of the competencies they must have. The problems that arise during the preparation for a lesson and during its practical implementation can motivate or demotivate them for further preparation with their use. The report aims to present problems that students have to deal with both during the preparation of the lesson and during its presentation and how these problems affect their motivation for further preparation and conduct of the lesson. Conclusions and recommendations are made to deal with the identified problems and those that may arise subsequently.

THE EFFECT OF CREATIVE DRAMA METHOD ON STUDENTS’ ACHIEVEMENTS TOWARDS THE MUSIC LESSON

The aim of this research is to examine the effects of creative drama method on students' achievements towards the music lesson . In addition to this, in the research, it was aimed to develop appropriate educational activities prepared with creative drama method for the theoretical subjects of music, to eliminate the unwillingness of students towards these subjects, to facilitate the learning of information about music theory, to make learning fun and permanent, and to provide the student to learn voluntarily. In this study; For the determined purpose, creative drama method was applied in the teaching of theoretical knowledge of the 4th grade musical perception and information learning field in the 2018-2019 Academic Year Music Course Education Program of the Ministry of Education. The study was carried out by experimental method. The study group consists of 80 students, including 40 students in the Samsun Mimarsinan Primary School, an experimental group and 40 students in the control group. While the subjects pertaining to the musical perception and information learning area were taught by the classroom teacher with the traditional (classical) teaching method in the control group, the experimental group was taught by the researcher using the creative drama method. The pre-test and post-test post-test music course success scale was applied to both groups. With the results obtained from the scale, the effect of creative drama method on students' achievements towards the music lesson was investigated. As a result, it was found that creative drama method had a positive effect on students ' achievements, there was no significant difference according to gender, and the effect on students' achievement levels was 'enormous'.

Parent, Teacher, Mentor, or Psychologist?

This chapter explores the multifaceted role of the applied instructor in the music lesson setting, particularly as it applies to the mentorship relationship. Three established mentorship frameworks are discussed within the context of the music teacher–student relationship. The readers are encouraged to examine their own current practices in terms of the level of support and inclusivity they promote in their studios and to recognize their own qualities as mentors. A large portion of this chapter is dedicated to introducing motivational interviewing—a conversation tool that can be used to handle student concerns in a supportive and productive manner through the elicitation of behavioral change based on the student’s internal motivation, values, and beliefs.

FEATURES OF THE FORMATION OF THE MUSICAL COMPREHENSION OF SENIOR SCHOOLCHILDREN

The article discusses topical issues of educating the artistic comprehension of senior schoolchildren by means of musical art. The processes of its formation are considered, which includes the goal, objectives, content of music education, psychological and pedagogical conditions, means, organizational forms and methods; the peculiarities of the studied process in the music lesson, the pedagogical potential of the complex application of various types of musical activity of students is revealed.

Factors For The Development Of Aesthetic Education In Modern Pedagogy

The music lesson is a leading scholar in the system of music education, because it covers sounds in a general way. Music lessons are different from other science lessons in that they are less artistically interesting and give children more creative pleasure, arousing emotional feelings and figurative experiences. Music, in particular, has a great positive effect on the mental and moral development of children.