Özet:

The purpose of this research is to develop a teaching model related to the subject of Makamsal Dikte Writing, found in the contents of Western Music Theory and Hearing Education, Turkish Art Music Hearing Education and Turkish People's Music Hearing Education courses, which are being taught in the institutions that provide professional music education, and to show the impact of this teaching model on students' achievements in this field. The research was established in quantum method and a single group of pre-experimental patterns were used in the pre-experimental pattern. The research work group, 2019-2020 Education Teaching Year in the Güz period, Gazi University’s Faculty of Education, Gazi University’s Faculty of Fine Arts Education Department of Music Education and Anabolic Department of Bachelor’s third class continues and is taking the Western Music Theory and Hearing Education course, eleven (11) students. The curriculum prepared by the researcher covers an eight (8) weekly process. Before this process, the researcher wrote eight hundred Hicaz, Nikriz and Nihavend dicte exercises, one for each week. The reason for the selection of Hicaz, Nikriz and Nihavend authorities for the research is that the use of the piano as an application play in the research and that these authorities are suitable to play with the piano. There are also three orders prepared for the pre-test and estest in all three offices. The written dictates were presented to the expert opinion and the application process began after the experts made the changes they wanted. After the proposal was made, the eight-week curriculum, which was two hours a week, was implemented. The week after the teaching process, the estest application was made and the dicts that students wrote were scored. Parallelly, the information about the "age", "gender", "brother numbers", "the type of high school graduated", "the number of years they have seen professional music education and hearing education course (MIOY), "family income status" and "working or not working to get additional income" were taken with a "personal information form". The data received is SPSS 23. The program has been processed and analysed. Spearman Brown, one of the tests used to study the conformity ratio of non-normal distribution groups in the analysis, was used to test the correlation ratio of the Spearman Brown sequence differences. The statistics of the participants were later revealed. Because the number of participants was low (n=11) the data analysis was used in groups that did not show normal distribution and the Wilcoxon Signed sequence test was also obtained the impact size values. According to the results of the study, the participants showed positive progress in both the three institutions in the curriculum’s content. In addition, the authority in which the teaching program is most effective is the "Nihavend" authority, followed by the "Nikriz" authority, and in the third place the "Hicaz" authority. In view of the results from the intersection of the participants' "socio-demographic" characteristics with the "pre-test-est" scores: in the "age" size, the 20-21 year old group received higher scores than the 24-25 year old group, but the 24-25 year old group showed greater progress in the teaching process. In the "gender" size, women's students were found to get higher and more successful points than men in the estest, although they were lower in the pre-test. In the size of the "graduate high school type", the "other high school" graduates found that students obtained higher scores in pre-test and estest, but the high school graduates of Fine Arts showed greater development in terms of the pre-test- estest scores. In the scale of "How many years of professional music education and MIOY lessons" it was revealed that those who received three years of professional music education and MIOY lessons had a higher inntest-est average than those who received seven years but the participants who received seven years of professional music education and MIOY lessons had more development. In the "study to get extra income" scale, students who do not work in the "family income status" scale, the participants with less family income have higher average scores but the family income scale increases, the higher development achieved in the teaching process. Recommendations have been made in accordance with the results and the source scans.

Anahtar Kelimeler: