Abstract:

Purpose: This study aims to examine the musical experiences of music teachers in childhood. Design/Methodology/Approach: The research was conducted using the phenomenology research design within the framework of the qualitative research approach. Participants of the study consist of twenty-three music teachers working in the secondary and high schools affiliated with the Ministry of Education in the Kahramanmaraş province in the 2020-2021 academic year. The research data were collected using a semi-structured interview form and conducted for content analysis. Findings: Family, teacher, school, and environment play an important role in individuals' musical experiences in childhood. Participants' tendency towards music during childhood is attributed to their parents’ interest in music and encouragement of music in their children, discovery and guidance of the students’ musical talent, the facilities offered by the school, including an appropriate setting for learning music, organization of the musical activities such as choirs and courses at school, and events held by non-governmental organizations. Highlights: It is seen that music helped introverted and/or shy individuals socialize by allowing them to express themselves better. It was also revealed that the participants interested in music during childhood were self-confident, happy, and peaceful individuals with a wide social circle and without financial concerns.

Keywords: