The analysis of the perception of prospective music teachers on musical dictation through methaphors

The field of musical hearing education is among the most significant areas due to its importance in prospective music teachers’ learning experiences. This is because musical hearing has an effect the success on all other areas of musical education. It is important to determine the prospective music teachers’ evaluation on studies of dictation writing for its direct effect on many courses in their occupational training and musical development. There are studies working on different perceptions on different concepts of individuals by using metaphors in the context of educational sciences and in different levels of education. In literature review, it is found out that less research made, which are using metaphors as data collection tool in music education field than the other education fields. For that reason, in this research it is deem suitable to get benefit from using metaphors of prospective music teachers’ perceptions on musical dictation writing. The working group of this research consists of 93 students which are studying Dokuz Eylul University Buca Faculty of Education Music Education Department in the 2018-2019 educational year. The data of this research has been collected with a fill in the blanks form like “dictation writing is like ....…. Because …… ”. Data collected analyzed by using content analysis. In the content analysis stage, 11 data excluded. Finding results shows that 82 prospective music teachers have produced 70 metaphors on dictation writing. Prospective music teachers produced metaphors on dictation writing categorized in 9, which are (19,51%) giving happiness, (19,51%) needs attention, (13,41%) analysis, (9,76%) caused mixed emotions, (8,54%) concreting, (8,54%) difficulty, (8,54%) needs effort, (7,32%) developing, and (4,88%) troublesome. It is found out that prospective teachers used metaphors like puzzle / crossword / puzzle solving (f=12), playing strategy game on computer (f=4) and solving math problems (f=4). Abstract Müziksel işitme eğitimi, müzik öğretmeni adaylarının öğrenim yaşantılarında önem derecesine göre ilk sıralarda yer alabilecek bir alandır. Çünkü müziksel işitme, müzik eğitiminin diğer tüm alanlarında başarıyı etkileyebilecek bir yere sahiptir. Mesleki eğitimlerinde aldıkları birçok derse etki etmesi ve müziksel gelişimlerini doğrudan etkilemesi sebebiyle müzik öğretmeni adaylarının müziksel işitme becerilerinin geliştirilmesinde büyük yer tutan dikte yazma çalışmalarını nasıl değerlendirdiklerinin belirlenmesi önem arz etmektedir. Eğitim bilimleri disiplini çerçevesinde eğitimin çeşitli kademelerinde bireylerin çeşitli kavramlara yönelik algılarının metaforlar aracılığıyla incelendiği çalışmalara rastlanmaktadır. Gerçekleştirilen literatür taramasında müzik eğitimi alanında metaforların veri toplama aracı olarak kullanıldığı araştırmaların sayısının, eğitimin diğer alanlarına göre daha az olduğu görülmüştür. Bu sebeple bu araştırmada müzik öğretmeni adaylarının müziksel dikte yazmaya yönelik algılarının belirlenmesinde metaforlardan faydalanılması uygun görülmüştür. Bu araştırmanın çalışma grubunu 2018-2019 öğretim yılında Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Müzik Eğitimi Anabilim Dalı’nda öğrenim gören 93 öğrenci oluşturmaktadır. Araştırmanın verileri “dikte yazmak ....… gibidir. Çünkü …… ” şeklinde boşluklar bırakılmış bir form ile toplanmıştır. Toplanan verilerin çözümlenmesinde içerik analizinden faydalanılmıştır. Analiz aşamasında 11 veri kapsam dışında bırakılmıştır. Araştırma sonuçları 82 müzik öğretmeni adayının dikte yazmaya ilişkin toplam 70 metafor ürettiğini göstermektedir. Müzik öğretmeni adaylarının dikte yazmaya ilişkin ürettikleri metaforlar mutluluk veren (%19,51), dikkat gerektiren (%19,51), çözümleme (%13,41), karışık duygulara yol açan (%9,76), somutlaştırma (%8,54), zorluk (%8,54), emek ve çaba isteyen (%8,54), gelişim sağlayan (%7,32), sıkıntı veren (%4,88) olmak üzere toplam 9 kategoride toplanmıştır. Öğretmen adaylarının en sık bilmece/bulmaca/bulmaca çözmek (f=12), bilgisayarda strateji oyunu oynamak (f=4) ve matematik problemi çözmek (f=4) metaforlarını kullandıkları görülmektedir.

4. Assessment Typologies Used Within the Discipline Theory, Solfeggio, Musical Dictation

Assessment is a distinct stage within the teaching process, aiming to measure the level of the knowledge, skills and competences acquired within a given time frame. The discipline Theory, Solfeggio, Musical Dictation involves a synthesis between the theoretical and the practical side of the matter, and, as a result, it uses specific assessment tools for each side. Modern assessment methods involve personalized systems based on the diversification of types of docimological tests, quizzes, practical tests, etc. In this study we will present a series of personal contributions referring to the contents specific to the discipline Theory, Solfeggio, Musical Dictation taught at university.

Factors Influencing Technology Use in Aural Skills Lessons

In North America, aural skills (as) are usually taught to children during the instrumental music lessons. While learning musical dictation and sight-singing can be difficult for some learners, the use of appropriate technological tools could facilitate the process. However, the use of information and communication technologies (ict) by music teachers in aural skills instruction to children have not been documented. An online survey was conducted in the Province of Quebec (Canada) in order to answer the following questions: 1) To what extent do instrumental music teachers use ict when teaching as to children between 6 and 12 years old?; 2) Are the teachers’ socio-demographic characteristics, as training and perception of as teaching linked to the use and the frequency of use of ict? The results show that the use of ict to teach as is still relatively uncommon. Furthermore, it would be negatively correlated with age, competence felt during training and perceived competence to teach as. Finally, it appears that a smaller proportion of piano teachers and women use ict, or use them less often. A better understanding of the teachers’ perception of technology could help develop more adapted resources.

The Use of Audio Interpretive Materials in the Development of Tuneful Ear

The report is devoted to the one of the contemporary ways in the development of tuneful ear related to intensive use of varied audio interpretive materials during musical classes. Sound of “Live music” imparts new sense to such conventional forms of ear training as rhythm dictation, musical dictation, harmonic analysis. It makes possible to train timbral ear, to improve attention, reaction speed, memory as well as noticeably widens musical horizon of pupils. This method has been widely used in France since the end of the 20th century therefore the article looks closely into one of the French encased set. Analysis of French edition proves that this experience should be popularized amidst Latvian music teachers too and analogical edition can be created on the basis of Latvian music.