Özet:

The purpose of the present study is to discuss the way that students who are studying to be music teachers in the music departments of education faculties behave when doing their daily scale practice, the time they spend on daily scale practice, and the exercises that they do instead of scales. The study will also examine whether practicing scales everyday effects musical performance, whether students improve their control over their instruments as a result, the extent to which practicing scales has benefits, the behavior of practicing scales in distinct tempos and variations, and whether practicing in distinct tempos and variations improves their playing. This study also examines whether there is a significant relationship between the participants’ daily scale practicing behaviors and their scores on playing examinations. The relationship between the career goals of participants and their daily scale practicing behaviors was also examined. The study is a descriptive study. The study group is 128 music teacher candidates studying at Gazi University, Gazi Faculty of Education Music Department, and Marmara University, Atatürk Faculty of Education Music Department during the spring semester of the 2017-2018 academic year. A researcher-developed “Scale Practicing Questionnaire” and a “Personal Information Form” were used for collecting data. The results showed that a large percentage of the participants do not practice scales every day, and prefer to practice etudes instead of scales. The results of the study also show that there is no significant link between the playing examination scores of participants and their scale practicing behaviors. On the other hand, the results showed that those participants who practice scales every day are those who are aiming to be academics in the future. The results are discussed in the light of the literature and various suggestions are presented.

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