Eğitim müziği çok seslendirme yaklaşımları ve yaklaşımların ilköğretim müzik dersi kapsamında kullanımı ile ilgili örnek uygulamalar
Yükleniyor...
Dosyalar
Tarih
2014
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
İnönü Üniversitesi
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Araştırma; eğitim müziği çok seslendirme yaklaşımlarını tespit etmek, yaklaşımların ilköğretim öğrencisine
uygunluğu bağlamında müzik öğretmeni görüşlerini belirlemek ve görüşler doğrultusunda örnek uygulamalar
oluşturarak çok sesli müzik eğitimine hizmet etmek amacıyla yapılmıştır. Bu amaçla, tez kaynaklı derlenen
verilere yeni eklemeler yapılarak odak konu incelenmiştir. Araştırmada; eğitim müziği çok seslendirme
yaklaşımları tespit edilmiş, hangi çok seslendirme yaklaşımının ilköğretim müzik dersi kapsamında
kullanılması gerektiği hakkında müzik öğretmeni görüşlerini belirlemek amacıyla Ankara ili Keçiören ve
Yenimahalle ilçelerinde görev yapmakta olup çalışma grubunu oluşturan 100 müzik öğretmeninin görüşlerine
başvurulmuş ve veriler analiz edilerek frekans, yüzde dağılımları tablolar halinde gösterilmiştir. Müzik
öğretmeni görüşleri doğrultusunda belirlenen “çalgı eşliği ile çok seslendirme” yaklaşımının örnek
uygulamaları olarak; “Giydiğim Aldır” makamsal eğitim müziği Türk müziğinde dörtlü armoni çok
seslendirmesi ile eşliklendirilmiş, “Vatan” ve “Clementine” tonal eğitim müzikleri ise “Sibelius 4” ve “Tonica
Fugata 9.5” paket programları tarafından teknolojik çok seslendirme ile eşliklendirilmiştir. Araştırmada
problem ve alt problemlere ilişkin elde edilen sonuçlar ve konuyla ilgili öneriler araştırmanın sonunda
sunulmuştur. Buna göre “çalgı eşliği ile çok seslendirme” yaklaşımının ilköğretim öğrencisine uygun olduğu,
şarkı öğretiminin müzik öğretmeni tarafından çalgı eşliği ile desteklenmesi gerektiği ve tonal eğitim
müziklerinde çalgı eşliğinin yazılım tarafından da kolayca oluşturulabildiği ortaya çıkmıştır.
This research was carried out for the purpose of determining the multi-vocalization approaches in educational music and the views of the music teachers about them within the context of the compatibility of these approaches with the primary school students, and thus, serving the polyphonic music education by creating model applications or practices in line with these views. To that end, the focus topic was analysed by making new additions to the compiled data based on the thesis. Within the research; the multivocalization approaches in educational music were determined and in order to identify the views of music teachers as to what multi-vocalization approach should be used within the scope of the primary school music lessons, the opinions of 100 music teachers in the study group who had been working in the counties, Keçiören and Yenimahalle, Ankara, were asked, and through analysing the data, the frequency and percentage distributions were demonstrated in tables. As the model applications of the approach referred to as “multi-vocalization accompanied with musical instruments”, which was determined in line with the views of music teachers; the intonated educational music called “Giydiğim Aldır” was made accompaniment with quadruple harmony multi-vocalization in Turkish music, while the tonal educational music pieces like and “Clementine”, on the other hand, were made accompaniment with technological multi-vocalization by “Sibelius 4” and “Tonica Fugata 9.5” package programs. The obtained results related with the problems and sub-problems in the research and the suggestions with regard to the subject were presented at the end of the research. Accordingly, it was concluded that the approach referred to as “multi-vocalization accompanied with musical instruments” was compatible with the primary school students, that it was necessary for the music teacher to support the songs taught by the accompaniment of musical instruments and that the instrumental accompaniment could also be easily formed by a software in tonal educational types of music.
This research was carried out for the purpose of determining the multi-vocalization approaches in educational music and the views of the music teachers about them within the context of the compatibility of these approaches with the primary school students, and thus, serving the polyphonic music education by creating model applications or practices in line with these views. To that end, the focus topic was analysed by making new additions to the compiled data based on the thesis. Within the research; the multivocalization approaches in educational music were determined and in order to identify the views of music teachers as to what multi-vocalization approach should be used within the scope of the primary school music lessons, the opinions of 100 music teachers in the study group who had been working in the counties, Keçiören and Yenimahalle, Ankara, were asked, and through analysing the data, the frequency and percentage distributions were demonstrated in tables. As the model applications of the approach referred to as “multi-vocalization accompanied with musical instruments”, which was determined in line with the views of music teachers; the intonated educational music called “Giydiğim Aldır” was made accompaniment with quadruple harmony multi-vocalization in Turkish music, while the tonal educational music pieces like and “Clementine”, on the other hand, were made accompaniment with technological multi-vocalization by “Sibelius 4” and “Tonica Fugata 9.5” package programs. The obtained results related with the problems and sub-problems in the research and the suggestions with regard to the subject were presented at the end of the research. Accordingly, it was concluded that the approach referred to as “multi-vocalization accompanied with musical instruments” was compatible with the primary school students, that it was necessary for the music teacher to support the songs taught by the accompaniment of musical instruments and that the instrumental accompaniment could also be easily formed by a software in tonal educational types of music.
Açıklama
İnönü Üniversitesi Sanat ve Tasarım Dergisi. (2014). Cilt:4, Sayı:9, 43-58 ss.
Anahtar Kelimeler
Müzik, Çok seslendirme, Armoni, Eğitim müziği, İlköğretim müzik dersi, Music, Multi-vocalization, Harmony, Educational music, Primary school music lessons
Kaynak
İnönü Üniversitesi Sanat ve Tasarım Dergisi
WoS Q Değeri
Scopus Q Değeri
Cilt
4
Sayı
9
Künye
Şaktanlı, C. S. Özelma, Y. (2014). Eğitim müziği çok seslendirme yaklaşımları ve yaklaşımların ilköğretim müzik dersi kapsamında kullanımı ile ilgili örnek uygulamalar. İnönü Üniversitesi Sanat ve Tasarım Dergisi. Cilt:4, Sayı:9, 43-58 ss.
