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Bu çalışma, ortaokul müzik ders kitaplarındaki konu ve kazanımları Somut Olmayan Kültürel Miras öğeleri bakımından incelemeyi amaçlayan nitel bir araştırmadır. Araştırmanın veri kaynağını Milli Eğitim Bakanlığı Ortaokul Müzik Ders kitapları oluşturmaktadır. Araştırmada, 5, 6, 7 ve 8. Sınıf müzik ders kitapları, içerik analizi yöntemiyle ele alınmış ve bu ders kitaplarındaki SOKÜM unsurlarına ilişkin tespitlerde bulunulmuştur. Araştırma sınırlılıkları doğrultusunda yapılan inceleme sonucunda; temel müzik kavram ve bilgilerinin öğretiminde, sözlü gelenek ve anlatımlar kapsamına giren türkülerden sıklıkla yararlanıldığı, gösteri sanatları boyutuna her bir sınıf düzeyinde yer verilmekte olduğu, 7. ve 8. sınıf müzik ders kitaplarında yer verilen konularda Somut Olmayan Kültürel Miras öğelerine daha fazla yer verildiği ve toplumsal uygulamalar, ritüeller ve şölenler bakımından çok az sayıda kazanımın ders kitaplarında yer aldığı görülmüştür. Ayrıca, ortaokul müzik ders kitaplarında yapılan inceleme, bu kitaplarda yer verilen türkülerin daha çok rastlantısal bir şekilde kullanılmakta olduğu izlenimi oluşturmaktadır.
This study is a qualitative research aimed at studying the topics and achievements in the secondary school music curricula in terms of Non-Thematic Cultural Heritage items. The data source of the research is the Ministry of National Education for High School Music Teaching Books. In the research, 5, 6, 7 and 8. Class music lessons were addressed by the method of content analysis and found in the discoveries about the elements of SOKÜM in these lessons. According to the research limitations, the study resulted in the teaching of the basic music concepts and knowledge, the vocal traditions and narratives were frequently used, the size of the show arts was placed at each class level, 7 and 8. It has been seen that the topics included in class music lessons have more place to non-substantial cultural heritage items and that a very small number of achievements in terms of social practices, rituals and celebrations have been included in the lessons. Furthermore, the study of high school music classbooks makes the impression that the texts contained in these books are used more randomly.
This study is a qualitative research aiming to examine the subjects and gains in secondary school music textbooks in terms of Intangible Cultural Heritage elements.The data source of the research is Ministry of National Education Secondary School Music Textbooks. In the research, 5th, 6th, 7th and 8th grade music textbooks were handled by content analysis method and the findings of intangible cultural heritage elements in these textbooks were determined. As a result of the investigation conducted in line with the limitations of the research; In the teaching of basic music concepts and knowledge, folk songs that are within the scope of oral traditions and narratives are frequently used and the dimension of performing arts is given at each grade level, it was observed that Intangible Cultural Heritage elements were given more attention in the subjects included in the 7th and 8th grade music textbooks, and very few gains were found in the textbooks in terms of social practices, rituals and feasts. In addition, the study conducted in the secondary school music textbooks creates the impression that the folk songs included in these books are used more randomly.
Field : Güzel Sanatlar; Mimarlık, Planlama ve Tasarım
Journal Type : Ulusal
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