Keman eğitimi alan lisans müzik öğrencilerinin teknik problem düzeyleri ve bu problemlere yönelik çözüm önerileri
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Dosyalar
Tarih
2020
Yazarlar
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Yayıncı
İnönü Üniversitesi
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
"Keman Eğitimi Alan Lisans Müzik Öğrencilerinin Teknik Problem Düzeyleri ve Bu Problemlere Yönelik Çözüm Önerileri" adlı tez çalışmasında keman eğitimi alan lisans düzeyi müzik öğrencilerine anket yöntemiyle tarama testi uygulanmış, problem düzeyleri belirlenerek bu problemlere yönelik çözüm önerileri arama yoluna gidilmiştir. Aynı zamanda problem düzeylerinin belirlenmesi aşmasında üniversitelerde görev yapan keman eğitimcileriyle de görüşmeler yapılmış ve öğrencilerin teknik problem düzeylerinin keman eğitimcilerimizin gözüyle derinleştirilmesi sağlanmıştır. Araştırma, keman tekniğinin temeli olarak kabul edilecek tekniklerde yaşanan problemleri belirlemeyi amaçlamaktadır. Araştırmanın örneklem grubunu 30 üniversitenin Güzel Sanatlar Fakültesi, Müzik Öğretmenliği Programı ve Konservatuvar'da okuyan 220 öğrenci oluşturmaktadır. Bu öğrencilere toplamda 50 sorudan oluşan "Likert Anket" ölçeği uygulanmıştır. Toplamda 248 görüşme yapılan anketlerin 28'i sınıf dağılımlarının sayı olarak eşit tutulması amaçlanarak devre dışı bırakılmıştır. Örneklem grubunun kayıtlı oldukları müzik programlarını 40 katılımcıyla "Güzel Sanatlar Fakültesi", 120 katılımcıyla "Müzik Öğretmenliği Programı" ve 60 katılımcıyla "Konservatuvar" oluşturmaktadır. Kullandığımız diğer görüşme formu üniversitelerde aktif olarak görev yapan 15 keman eğitimcisine uygulanmış ve eğitimcilerin gözünden öğrencilerin teknik problem düzeyleri belirlenmeye çalışılmıştır. Keman eğitimcilerine uygulanan 15 görüşme maddesi seçmeli ve açık uçlu sorulardan oluşmaktadır. Keman tekniğiyle ilgili yazılı ve görsel kaynaklara ulaşabilme imkânı, çalışma programlarının düzeni, yaşanan fiziksel problemler, temel arşe becerisi, détaché tekniği, legato tekniği, martelé tekniği, spiccato tekniği, sautillé tekniği, staccato tekniği, tril tekniği, vibrato tekniği, parmak basma ve kaldırma, entonasyon, pozisyon geçişleri ve çift ses tekniği araştırmada belirlenmek istenen problem düzeyi konularını oluşturmaktadır. Araştırmanın problemleri belirlendikten ve sayısal veriler çıkarıldıktan sonra alanında yetkin olan keman pedagoglarının bu problemlerle ilgili görüşlerine yer verilmiştir. Ivan Galamian, Joseph Joachim, Andreas Moser, Leopold Auer, Leopold Mozart, Louis Spohr, Carl Courvoisier, Ferdinand Küchler gibi son derece önemli keman eğitimcilerinin yazılı kaynakları araştırmamızda en çok faydalanılan materyalleri oluşturmaktadır. Bununla birlikte kendisi de bir kemancı olan araştırmanın yazarı da keman eğitimi süresince kazandığı mütevazı deneyimlerini araştırmamızın problemlerinin aydınlatılması aşamasında yer yer paylaşmıştır. Ülkemizde yapılan konuyla ilgili araştırmalar da incelenmiş ve problem çözümlerinde faydalı olabilecek görüşler çalışmaya ayrıca dâhil edilmiştir. Araştırmamızın sonuç bölümünde, keman eğitimi alan lisans düzeyi müzik öğrencilerinin bir takım tekniklerle ilgili yeterliliklerinin beklenenden düşük olduğu gözlenmiştir. Buradan hareketle keman eğitimi alan lisans öğrencilerinin teknik becerilerinin gelişimine yönelik hem öğrenci hem de eğitimciler tarafından daha bilinçli yaklaşımlar sergilenmesi gerektiği sonucuna ulaşılmıştır. Anahtar Kelimeler: Eğitim, Sanat, Müzik, Keman, Teknik.
In the thesis study titled "Technical Problem Levels Of Undergraduate Music Students Receiving Violin Education And Solution Suggestıons For These Problems", a screening test was applied to the undergraduate level music of music students who received violin education and a solution was searched for these problems by determining their problem levels. At the same time, qualitative meetings were held with violin educators working in universities to determine the problem levels and the technical problem levels of the students were deepened through the eyes of our violin educators. The research aims to identify the problems experienced in the techniques that will be accepted as the basis of the violin technique. The sample group of the research consists of 220 students studying from the Fine Arts Faculty, Music Teaching Program and Conservatory of 30 universities. A "Likert Questionnaire" scale consisting of 50 questions was applied to these students. 28 of the surveys conducted in total 248 interviews were disabled with the aim of keeping the class distributions equal in number. The music programs in which the sample group is registered are "Fine Arts Faculty" with 40 participants, "Music Teaching Program" with 120 participants and "Conservatory" with 60 participants. The other meeting form that we used was applied to 15 violin educators actively working in universities and the technical problem levels of the students were tried to be determined through the eyes of these educators. 15 meeting items applied to violin educators consist of elective and open-ended questions. Possibility to access written and visual resources about violin technique, layout of work programs, physical problems experienced, correct use of bow, détaché technique, legato technique, martelé technique, spiccato technique, sautillé technique, staccato technique, tril technique, vibrato technique, finger dropping and lifting, intonation, shifting and double stop technique constitute the level of problems to be determined in the research. After determining the problems of the research and extracting the numerical data, the opinions of the violin pedagogues who are competent in their field on these problems are included. The written sources of the most important violin educators such as Ivan Galamian, Joseph Joachim, Andreas Moser, Leopold Auer, Leopold Mozart, Louis Spohr, Carl Courvoisier, Ferdinand Küchler are the most used materials in our research. In addition, the author of the research, who is also a violinist, shared the modest experiences he gained during his violin education at the stage of clarifying the problems of our research. Researches on the subject in our country were also examined and opinions that may be useful in problem solutions were included in our research. In the conclusion part of our research; It was observed that the level of proficiency in violin technique of undergraduate students who received violin education was lower than expected. From this point of view, it was concluded that more conscious approaches should be exhibited by both students and educators regarding the development of technical skills of undergraduate students who received violin education. Key Words: Education, Art, Music, Violin, Technique.
In the thesis study titled "Technical Problem Levels Of Undergraduate Music Students Receiving Violin Education And Solution Suggestıons For These Problems", a screening test was applied to the undergraduate level music of music students who received violin education and a solution was searched for these problems by determining their problem levels. At the same time, qualitative meetings were held with violin educators working in universities to determine the problem levels and the technical problem levels of the students were deepened through the eyes of our violin educators. The research aims to identify the problems experienced in the techniques that will be accepted as the basis of the violin technique. The sample group of the research consists of 220 students studying from the Fine Arts Faculty, Music Teaching Program and Conservatory of 30 universities. A "Likert Questionnaire" scale consisting of 50 questions was applied to these students. 28 of the surveys conducted in total 248 interviews were disabled with the aim of keeping the class distributions equal in number. The music programs in which the sample group is registered are "Fine Arts Faculty" with 40 participants, "Music Teaching Program" with 120 participants and "Conservatory" with 60 participants. The other meeting form that we used was applied to 15 violin educators actively working in universities and the technical problem levels of the students were tried to be determined through the eyes of these educators. 15 meeting items applied to violin educators consist of elective and open-ended questions. Possibility to access written and visual resources about violin technique, layout of work programs, physical problems experienced, correct use of bow, détaché technique, legato technique, martelé technique, spiccato technique, sautillé technique, staccato technique, tril technique, vibrato technique, finger dropping and lifting, intonation, shifting and double stop technique constitute the level of problems to be determined in the research. After determining the problems of the research and extracting the numerical data, the opinions of the violin pedagogues who are competent in their field on these problems are included. The written sources of the most important violin educators such as Ivan Galamian, Joseph Joachim, Andreas Moser, Leopold Auer, Leopold Mozart, Louis Spohr, Carl Courvoisier, Ferdinand Küchler are the most used materials in our research. In addition, the author of the research, who is also a violinist, shared the modest experiences he gained during his violin education at the stage of clarifying the problems of our research. Researches on the subject in our country were also examined and opinions that may be useful in problem solutions were included in our research. In the conclusion part of our research; It was observed that the level of proficiency in violin technique of undergraduate students who received violin education was lower than expected. From this point of view, it was concluded that more conscious approaches should be exhibited by both students and educators regarding the development of technical skills of undergraduate students who received violin education. Key Words: Education, Art, Music, Violin, Technique.
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Balkan, M. (2020). Keman eğitimi alan lisans müzik öğrencilerinin teknik problem düzeyleri ve bu problemlere yönelik çözüm önerileri, Yayınlanmış Yüksek Lisans Tezi, İnönü Üniversitesi, Malatya.
