Özet:

Primary institutions that offer professional music education are conservatories, “music education” departments attached to education faculties, and music departments attached to faculties of fine arts. Although various theoretical and practical field classes are taught and different curriculums are administered in these institutions during the undergraduate education period, varying in content and weekly hours, instrument education is the common ground of all. Playing in ensembles, which is considered to be one of the significant and supporting dimensions of instrumental education, appears in almost all undergraduate programs’ curriculums in different forms like orchestra, chamber music, correpetition, etc. Accompanied performance classes or instrument education classes are usually carried out with solo instruments and piano accompaniment. In chamber music lessons though, string ensembles, wind instrument ensembles, guitar ensembles, or diverse instrumental groups are formed. While these groups are formed, it is important that the instruments are balanced and compatible in respect of characteristics. It can be said that the flute-guitar duo has a substantial place in chamber music, both from the aspects of compatibility and ever-developing/enriching repertoire. The purpose of this study is to determine the status of the utilization of flute-guitar duos in vocational music education institutions, in consideration of the opinions of instructors. The research is based on a scanning model aimed at status determination, and “questionnaire-documentary scanning” techniques are used with a descriptive approach. The sample group of the research consists of faculty members teaching orchestra and/or chamber music classes in higher education institutions that offer professional music education in various cities, who were able to be reached and provided as participants. In the research’s conclusion, it is understood that the instructors partially prefer the flute-guitar duo and find it advantageous in many aspects. The scarcity of source books and hence repertoire is among the most mentioned problems. Inadequateness of performer students, differences in student levels, and the scantness of accordant flute-guitar repertoire with the curriculum and student levels are some of the other determined problems.

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