Özet:

In this mixed model research, it is aimed at studying the success status of the students who are studying in the music department of the High School of Fine Arts in numerous courses and the student views on these courses. The sample of the study, in the 2017-2018 educational year, is composed of a total of 48 students who are studying in the 9th and 10th classes of the music department of Diyarbakır High School of Fine Arts. Quantitative data of the study are obtained by the students using the year-end lesson notes, while the qualification data is obtained from the answers of the students to 7 open-end questions, including their interests, attitudes, expectations and opinions about the number of courses. The study concluded that students were unable to sufficient success in numerous courses, and that their score did not differ significantly according to class and gender variables. The majority of students pointed out that they thought there were fewer numerical courses before they came to the High School of Fine Arts, and the majority also found more of the weekly hours of numerical courses. The result is that many students have a negative attitude to the numerical classes, and the students who have a positive attitude have a positive attitude to the teachers, and they do not have enough time to study the numerical classes. Students also pointed out that numerical courses were boring, that they did not understand the courses due to a lack of substrate, and that there should be no courses in the High School of Fine Arts except for professional courses.

Özet:

In this mixed method research, it is aimed to examine fine arts high school music department students' achievement  in quantitative courses and their opinions about these courses. The sample of the study consists of 48 students in the 9th and 10th grades of Diyarbakır Fine Arts High School Music Department in the 2017-2018 academic year. The quantitative data of the research were obtained by using the students' year-end course grades and the qualitative data were obtained from the answers of the students to 7 open-ended questions including their interests, attitudes, expectations and opinions about quantitative courses. At the end of the study, it was seen that the students were not successful enough in quantitative courses and the achievement scores did not show significant differences in terms of the variables of class and gender. Most of the students had thought that the quantitative courses would be fewer before coming to the fine arts high school, and the majority of them found the weekly time for quantitative courses too much. It was concluded that most of the students had negative attitudes towards quantitative courses, that students with positive attitudes were so because they liked the teacher, and that they did not spend enough time to study quantitative courses. In addition, students stated that quantitative courses are boring, that they do not understand the courses due to lack of basics, and that there should not be courses other than vocational courses in fine arts high school.

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