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Müzik eğitimi, kültürel varlık ve birikimin değerli bir parçası olması sebebiyle toplumların biçimlenmesinde önemli bir role sahiptir. Bireyin müzik ile etkileşimi her ne kadar doğum öncesi dönemde başlasa da profesyonel olarak müzik ile ilk tanışması okullarda verilen müzik dersleri sayesinde olmaktadır. Bu araştırma, okullarda verilmekte olan müzik teorisi ile ilgili konu ve kazanımların ortaokul 8. sınıf öğrencileri tarafından nasıl algılandığının ortaya konmasını amaçlamaktadır. Çalışmada veriler, “Müzik Teorisi Değerlendirme Anketi” yoluyla toplanmıştır. Anket için literatür kapsamında maddelerin oluşturulmasına başlamış, alan uzmanlarından görüş alınarak yüzey geçerliliği, uzman görüşleri doğrultusunda ise kapsam geçerliliği ile toplam 14 madde olarak sonlandırılmıştır. Katılımcıların (n=106) görüşlerini “Evet”, “Kısmen” ve “Hayır” seçeneklerinden birini seçerek belirtmeleri istenmiştir. Anketin demografik bilgiler kısmında katılımcılara “cinsiyet, anne eğitim düzeyi, baba eğitim düzeyi, enstrüman çalıp çalmadığı, okul dışında bir müzik faaliyetinde yer alıp almadığı ” sorulmuştur. Veri analizinde frekans ve yüzdeler hesaplanmış ayrıca demografik değişkenler bakımından katılımcı görüşleri arasında istatistiksel olarak anlamlı fark olup olmadığını belirlemek üzere Kruskal-Wallis ve Mann-Whitney U testleri yapılmıştır. Bulgulardan elde edilen sonuçlar değerlendiğinde, katılımcıların cinsiyetlerine göre müzik teorisi bilgi düzeylerinde anlamlı farklılık olduğu, müzik enstrümanı çaldığını belirten katılımcıların müzik teorisi bilgi düzeylerinin bir enstrüman çalmadığını belirtenlere göre daha yüksek olduğu, ailesinde bir müzik enstrümanı çalan birinin olduğunu belirten katılımcıların müzik teorisi bilgi düzeylerinin ailesinde enstrüman çalan birinin olmadığını belirtenlere göre daha yüksek olduğu, okuldaki müzik dersleri dışında bir müzik faaliyetinde yer aldığını belirten katılımcıların müzik teorisi bilgi düzeylerinin müzik faaliyetinde yer almadığını belirtenlere göre daha yüksek olduğu sonucuna varılmıştır.
Music education plays an important role in the formation of societies because it is a valuable part of cultural existence and accumulation. The interaction of the individual with music begins in the pre-born period, but the first professional encounter with music is thanks to the music lessons given in schools. This research aims to reveal how the topics and achievements related to the music theory being given in schools are perceived by high school students of 8th grade. The data in the study was collected through the "Musical Theory Assessment Survey". In the context of the literature for the survey, the creation of the materials has begun, the surface validity has been reviewed by the field experts, and according to the expert opinions, the scope validity has been completed by a total of 14 articles. Participants (n=106) are asked to specify their opinions by selecting one of the options “Yes”, “Parcial” and “No”. In the demographic information section of the survey, the participants were asked "sex, mother education level, father education level, whether or not the instrument was stolen, whether or not participated in a music activity outside the school." The data analysis calculated frequencies and percentages, and the study tested Kruskal-Wallis and Mann-Whitney U to determine whether there is a statistically meaningful difference between the participants’ opinions in terms of demographic variables. When the results obtained from the findings are evaluated, the participants have a significant difference in the knowledge levels according to gender, the participants who indicate that they played a music instrument the music the knowledge levels are higher than those who indicate that they didn’t play a music instrument, the participants who indicate that they played a music instrument in their family the music the knowledge levels are higher than those who indicate that they didn’t play a music instrument in their family, the participants who indicate that they participated in a music activity other than the music courses at school the music the knowledge levels are higher than those who indicate that they did not participate in the music activity.
Music education has an valuable role in formatting societies because it is an important element of cultural richness and intangible cultural heritage. Although the interaction of the individual with music begins in the prenatal period, the first professional acquaintance with music is through music lessons given in school. This research aims to reveal how the course content and the learning outcomes related to music theory given in schools are perceived by the 8th grade students at secondary school. In the study, the data were collected through the "Music Theory Evaluation Questionnaire". First, the items for the questionnaire were created in line with the literature; and then, after taking the opinions of the colleagues for face validity and expert opinions for content validity; the questionnaire was finalized as a totaly 14-item research instrument. The participants (n=106) were asked to express their opinions by choosing one of the options "Yes", "Partly" or "No". In the demographic information part of the questionnaire, the participants were asked to indicate "gender, mother's education level, father's education level, whether they played an instrument, whether they took part in a musical activity outside of school". Frequencies and percentages were calculated in the data analysis, and Kruskal-Wallis and Mann-Whitney U tests were performed to determine whether there was a statistically significant difference between participant views in terms of demographic variables. When the results of the findings were evaluated, it was seen that there was a significant difference in the level of music theory knowledge in terms of the gender of the participants, the level of music theory knowledge was higher among the participants who reported that they played a musical instrument when compared to those who stated that they did not play an instrument; that the level of music theory knowledge was higher in the participants who stated that they had a family member who played a musical instrument than in those who did not have any family members who played a musical instrument, and that the level of music theory knowledge was higher in the participants who stated that they took part in a music activity other than music lessons at school when compared to those who stated that they were not involved in any music activities.
Alan : Eğitim Bilimleri; Filoloji; Güzel Sanatlar; Hukuk; İlahiyat; Sosyal, Beşeri ve İdari Bilimler; Spor Bilimleri
Dergi Türü : Uluslararası
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