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Ondokuz Mayıs Üniversitesi Eğitim Fakültesi Dergisi

Yıl 2013 , Cilt 32 , Sayı 2

Makale özeti ve diğer detaylar.

Makale özeti
Başlık :

Müzik eğitimi anabilim dali lisans alan derslerinde klasik gitarin yeri ve önemi

Yazar kurumları :
Kırıkkale Üniversitesi, Güzel Sanatlar Fakültesi, Müzik Bölümü, Müzik Bilimleri Anabilim Dalı1
Görüntülenme :
326
DOI :
Özet Türkçe :

Klasik gitar, popülerliği hızla artan, genel, özengen ve mesleki müzik eğitiminde önemli bir yere sahip olan çalgılar arasında gelmektedir. Bunun başlıca nedenlerinden bazıları, gitarın çok çeşitli müzik türlerinde kullanılabilmesi, her ülkeden bestecilerin uzun yıllar bu çalgı için besteler yapmış olması, müzik eğitiminde taşınabilirliği ve uygun fiyatı ile çoksesli müziklerde kullanılabilirliğidir diyebiliriz. Tüm bu özellikleriyle gitar, mesleki müzik eğitiminin verildiği üniversitelerin müzik eğitimi Anabilim dalı lisans alan derslerinde piyanonun yanı sıra etkin bir şekilde kullanılabilecek yapıya sahiptir. Bu çalışmanın amacı da, gitarın piyanonun yanı sıra müzik öğretmenliği lisans programındaki derslerin hangilerinde etkin ve verimli bir şekilde kullanılabileceğini ortaya koymak olarak belirlenmiştir. Bu amaçla ilgili araştırmalar incelenmiş, öğretim elemanlarına görüşlerinin belirlenmesine yönelik anket uygulanmıştır. Elde edilen verilere göre, gitarın belirlenen derslerde etkin ve verimli bir şekilde kullanılabileceği ve gitar öğrencilerinin bu derslerdeki başarısı için önemli olduğu fakat bu derslerde gitara yeterince yer verilmediği sonucuna ulaşılmıştır. Elde edilen sonuçlar doğrultusunda gitarın Müzik Eğitimi Anabilim Dalı’nda daha etkin kullanılmasına yönelik önerilerde bulunulmuştur.

Özet İngilizce :

Classical guitar has rapidly increasing popularity, it has an important place among the instruments, in common, amateur and professional music education. We can say that some of the main reasons for this is the guitar can be used in wide various musical genres, for many years composers from each country compose compositions for this instrument, portability in musical education and has an affordable price with usability in polyphonic. With all of these features guitar, professional music lessons are taught at universities in undergraduate music education department, as well as the piano has a structure that can be used effectively.Purpose and Significance: The purpose of this study is determine to reveal that as well as piano, by its method, trainer and repertoire, guitar instrument can be used in what manner at lessons in music teaching licensing program. For this purpose, the related researchs were examined, conducted a questionnaire to determine the views of instructors. Method: In this research, since it is aimed to determine that guitar could be used effectively in”vocational and vocational education” in bachelor’s degree at the Department of Music Education, what kind of results have been achieved this issue and for determining the views of instructors about this issue, with this aspect the research have the characteristics of survey method. Conclusion: Guitar education, music teaching licensing program of "vocational and vocational education" courses is given to all guitar undergraduate students under the name of the individual instrument-guitar for eight semesters and given to all undergraduate students under the name of school instruments-guitar for a period of at least one semester. The related studies have indicated that as well as piano, the guitar has a power to be used in "vocational and vocational education" courses in bachelor’s degree. In these studies it was seen that guitar can be used in "Harmony training", " accompaniment training", "musical hearing training", " Turkish music polyfonic training" . In order to determine the availability of guitar and repertoire of the guitar in licensing vocational courses, the instructors have been consulted and 27% of the instructors, in "Musical Hearing, Writing and Reading" course, 73% of in “Harmony-Counterpoint- Accompaniment” course, 100% of in “Accompaniment training” course, 64% of in "Repertoire of Music Education" course, 18% of in "Musical Forms" course, 73% of in "Polyphony of Turkish music" course, 82% of in "Educational Music Composing" course, it was concluded that guitar can be used. Moreover, 27% of the instructors in "Musical Hearing, Writing and Reading" course, 64% of in “Harmony-Counterpoint- Accompaniment” course, 82% of in “Accompaniment training” course, 73% of in "Repertoire of Music Education" course, 73% of in "Musical Forms" course, 36% of in "polyphony of Turkish music" course, 82% of in "Educational Music Composing" course, it was concluded that guitar repertoire can be used. 18% of the instructors in "Musical Hearing, Writing and Reading" course, 64% of in “Harmony-Counterpoint- Accompaniment” course, 64% of in “Accompaniment training” course, 55% of in "Repertoire of Music Education" course, 36% of in "Musical Forms" course, 36% of in "Polyphony of Turkish Music" course, 73% of in "Educational Music Composing" course, it was concluded that allowing for guitar in these courses will affect the achievement of the students affirmatively in “Guitar” and "vocational and vocational education" courses.As it was seen that vast majority of instructors (except for Musical Hearing, Writing, Reading) have the opinion that guitar and guitar repertoire can be used "vocational and vocational education" courses and it would be a positive impact to the achievement of the students in such courses. As well as the results obtained, it has been concluded that 73% of the instructors do not include guitar and guitar repertoire in "vocational and vocational education" courses. Recommendations 1. "The School İnstruments-Guitar" guitar under the name given to a half-year training course and after the training period "vocational and vocational education" courses reinforcement of it by using, should be improved. For this reason, in such courses the practice work for the guitar should be given to all students. 2. As well as accompaniment, harmony, solfege applications, piano accompanied, enforcement of guitar accompanied to students especially guitar students must be made frequently. 3. Increasing of works for guitar in "Polyphony of Turkish music” and "Repertoire of Music Education" is essential. These works contribute to increase in quantity and quality of guitar arrangements of polyfonic Turkish music pieces. 4. The number of post-graduate works for availability of the guitar in undergraduate courses should be increased and the effect on student achievement should be investigated by experimental studies.

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