Özet:

This study aimed at examining to what extent the walking game activity is effective in teaching of asymmetrical (aksak) rhythm patterns in piano education. The study used the experimental method by setting up control and experiment groups each of which was composed of 11 people. In this practice that was conducted with students receiving the piano class in a private course whose ages ranged between 8 and 9, walking game activity was used to teach asymmetrical rhythm patterns. The practice was based on cards on which the rhythm patterns were written and repetition of the rhythm patterns formulated according to these cards with a walking game, and the final performances were measured with a given piano piece. A pre-test was also given to the students to measure the levels of students before the practice. All students were studied individually during the implementation process. Each student was studied for approximately 30 minutes, and student performances were measured with a rubric containing 6 evaluation steps. A classical study was carried out with the control group, and a limping walking practice was carried out with the experimental group. Digital data obtained through the practice were statistically analysed. In pre-test and post-test measurements, the Man Whitney U test was used. Since the total number of students was small, non-parametric tests were used directly. It was concluded as a result of the measurements that, in the post-test process, the students in the experiment group who studied with the walking game activity performed better in understanding and vocalizing the asymmetrical rhythm patterns compared to the students in control group.

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