Özet:

This research is an action research on the applicability of therapeutic storytelling in piano instruction. There are many studies showing that art instruction that enables the discovery and development of artistic talent, has positive effects on the psychological states of individuals. No research was found where therapeutic storytelling was used as an instructional method in piano education. In this study, a preliminary study, in which the researcher was the practitioner, was conducted on the design and implementation process of an instructional method based on therapeutic storytelling for piano students. This study was designed in accordance with action research design in qualitative research methods. Due to the ongoing pandemic process, the participants of the study conducted with the hybrid education model are 3 piano students whose ages are ranging between 10-12. Semi-structured interview form, observation form and documents were used as data collection tools. In the application of therapeutic stories, the preparation of the instructional design, the difficulties experienced, the measures taken for effectiveness were determined through interviews and observations. The research lasted for 3 weeks. One private lesson of one and a half hours was held with one student each week. In each lesson, 1 therapeutic story was read to the students and the student was asked to create a music composition about the story. In the course setup, predetermined questions were asked to the student while the story was being read, after the story was finished, and during the student’s composing process. It was aimed to measure the reactions of the students to the stories through the questions, to examine how these reactions were reflected in the composition process and to determine the effect of the designed instructional method on the motivation of the students. As a result of the research in teaching piano students based on therapeutic storytelling; It was determined that giving music composition time periods suitable for students’ individual differences, instructional differentiation in accordance with the level of student readiness, and the choice of story subject for student interest increase the effectiveness of instructional design.

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