Abstract:

The music teacher’s accompanying the songs by piano in music education at school appears to be important regarding the development of melody, rhythm and harmony feelings of the students. The music teacher candidates receive their knowledge and skill in the area of piano accompaniment through the Accompaniment lesson within the Music Teaching License Program. In this research, with the purpose of defining the perception of sufficiency regarding the accompaniment levels of music teacher candidates a ‘Scale for the Perception of Sufficiency in the Area of Piano Accompaniment’ has been developed. The purpose of the research is formed by the definition of the validity and reliability of the scale. As a result of the Measurement of Kaiser-Meyer-Olkin Sampling Sufficiency Measurement and Bartlett Test carried out to define the validity of the scale, determining that the scale came from a multi dimensional variable in the universal parameter, a factor analysis has been carried out to determine the factor loads of the scale. According to the results of the factor analysis the scale consists of four sub scales. The sub scales of ‘Accompanying the Melody’, ‘Utilizing the Piano Technique and Harmony Information in Accompaniment’, ‘Technical Sufficiency in Piano’ and ‘Creating School Music’ measure the perception of sufficiency of music teacher candidates in different dimensions of piano accompaniment. In the scope of the validity study material analysis has been carried out for all the scale and the sub scales. For the calculations of reliability test-repeat test method has been used. For the whole of the scale and the reliability of the sub scales internal consistency analysis have been made (Cronbach Alpha, Guttman and Spearman-Brown). Based on the analysis of the data received from a total of 94 music teacher candidates it has been determined that the scale is valid and reliable. Furthermore, it has been established that the music teacher candidates had not the expected sufficiency perception in the area of accompaniment and a meaningful relation has been found between their academic success in the lessons of Piano, Chorus and Accompaniment lessons and their sufficiency perception in the area of piano accompaniment. The difference between the sufficiency perception average points in the area of accompaniment with piano in relation to their period of beginning their piano education has been determined. Consequently, it has been determined that the students who started their piano education during their primary school education have a higher sufficiency perception compared to the students who have started at senior high school and university periods. The conclusion that the music teacher candidates who were graduates of music senior high schools perceived themselves as more sufficient in the area of piano accompaniment in comparison to the graduates of the general senior high schools has been reached. It has been determined that students in the fourth grade of License had a higher sufficiency perception in the area of accompaniment with piano in comparison to the students in the third grade of License. Key words: Piano accompaniment, sufficiency perception, accompaniment related lessons, academic success.

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