Teaching and Learning Process in Folk Music Tradition: A Phenomenological View from Mentoring Perspective

Sami Emrah Gerekten

Makale detayları

Teaching and Learning Process in Folk Music Tradition: A Phenomenological View from Mentoring Perspective

Yazarlar:

Sami Emrah Gerekten

Yayıncı:

Mersin University

Ana Başlıklar:

Alan Eğitimleri

Dergi:

Mersin Üniversitesi Eğitim Fakültesi Dergisi Vol.19 Issue 2, pp.178-202

Belge Tipi:

Makale

Yayın Tarihi:

8/2023

Belge Dili:

Türkçe

Document ID (Org No.):

2001296300

pISSN:

1306-7850

Anahtar kelimeler:

Özet:

 This research aims to examine various aspects of the pedagogical relationship between teachers and learners who transfer folk music tradition in vocational music education institutions in different parts of Eurasia. The research is a phenomenological study focused on human experiences, prepared within the framework of a qualitative paradigm. In the research, the working group was formed from the stakeholders who continue the transmission of the folk music tradition by teaching and learning their own folk instruments in institutions providing undergraduate education in Central Asia and Anatolia. Interpretive phenomenological analysis method was adopted in the analysis of the data obtained at the end of the interviews. After the analysis, the metaphors used by the stakeholders to describe the relationship between them through their experiences, their leadership roles in their relationships and practices related to sharing, and the roles of the teacher other than knowledge transfer were analysed. Through the findings in the context of experience and roles, the teacher-learner relationship in todays folk music tradition was tried to be understood through the similarities and differences of master-apprentice, mentor-mentee relationships based on human and communication-based dynamics. Research findings are that the traditional master-apprentice relationship has left its place to the mentor-mentee relationship, except for some specific characteristics. In some experiences it is quite possible to observe traces of the traditional approach, but in particular, the formal and academic character gained by the relationship seems to have pushed the master to the formal trainer and the mentor position.

 This research aims to examine various aspects of the pedagogical relationship between teachers and learners who transfer folk music tradition in vocational music education institutions in different parts of Eurasia. The research is a phenomenological study focused on human experiences, prepared within the framework of a qualitative paradigm. In the research, the working group was formed from the stakeholders who continue the transmission of the folk music tradition by teaching and learning their own folk instruments in institutions providing undergraduate education in Central Asia and Anatolia. Interpretive phenomenological analysis method was adopted in the analysis of the data obtained at the end of the interviews. After the analysis, the metaphors used by the stakeholders to describe the relationship between them through their experiences, their leadership roles in their relationships and practices related to sharing, and the roles of the teacher other than knowledge transfer were analysed. Through the findings in the context of experience and roles, the teacher-learner relationship in todays folk music tradition was tried to be understood through the similarities and differences of master-apprentice, mentor-mentee relationships based on human and communication-based dynamics. Research findings are that the traditional master-apprentice relationship has left its place to the mentor-mentee relationship, except for some specific characteristics. In some experiences it is quite possible to observe traces of the traditional approach, but in particular, the formal and academic character gained by the relationship seems to have pushed the master to the formal trainer and the mentor position.

 This research aims to examine various aspects of the pedagogical relationship between teachers and learners who transfer folk music tradition in vocational music education institutions in different parts of Eurasia. The research is a phenomenological study focused on human experiences, prepared within the framework of a qualitative paradigm. In the research, the working group was formed from the stakeholders who continue the transmission of the folk music tradition by teaching and learning their own folk instruments in institutions providing undergraduate education in Central Asia and Anatolia. Interpretive phenomenological analysis method was adopted in the analysis of the data obtained at the end of the interviews. After the analysis, the metaphors used by the stakeholders to describe the relationship between them through their experiences, their leadership roles in their relationships and practices related to sharing, and the roles of the teacher other than knowledge transfer were analysed. Through the findings in the context of experience and roles, the teacher-learner relationship in todays folk music tradition was tried to be understood through the similarities and differences of master-apprentice, mentor-mentee relationships based on human and communication-based dynamics. Research findings are that the traditional master-apprentice relationship has left its place to the mentor-mentee relationship, except for some specific characteristics. In some experiences it is quite possible to observe traces of the traditional approach, but in particular, the formal and academic character gained by the relationship seems to have pushed the master to the formal trainer and the mentor position.

 Bu araştırma, Avrasyanın farklı noktalarındaki mesleki müzik eğitimi veren kurumlarda halk müziği geleneğinin aktarımını gerçekleştiren öğreten ve öğrenenlerin aralarındaki pedagojik ilişkiyi çeşitli yönlerden irdelemeyi amaçlamaktadır. Araştırma nitel paradigma çerçevesinde hazırlanmış, insan deneyimlerine odaklanan fenomenolojik bir çalışmadır. Araştırmada çalışma grubu, Orta Asya ve Anadoludaki lisans düzeyinde eğitim veren kurumlarda halk müziği geleneğinin aktarımını kendi halk çalgılarını öğreterek ve öğrenerek sürdüren paydaşlardan oluşturulmuştur. Gerçekleştirilen görüşmeler sonunda elde edilen verilerin analizinde yorumlayıcı fenomenolojik analiz yöntemi benimsenmiştir. Analiz sonrasında, paydaşların deneyimleri aracılığıyla aralarındaki ilişkiyi tanımlamada işe koştukları metaforlar, ilişkilerindeki liderlik rolleri ve paylaşımına ilişkin pratikler ile öğretenin bilgi aktarımı dışındaki rollerine ilişkin bulgulara erişilmiştir. Deneyim ve roller bağlamındaki bulgular aracılığıyla, günümüzdeki halk müziği geleneğindeki öğreten öğrenen ilişkisi, usta-çırak, mentor-menti ilişkilerinin insan ve iletişim temelli dinamiklerine dayanan benzerlik ve farklılıkları üzerinden anlaşılmaya çalışılmıştır. Araştırma sonuçları, ilişkilerde geleneksel usta çırak ilişkisinin bazı spesifik karakteristikler haricinde yerini mentor menti ilişkisine bıraktığı yönündedir. Bazı deneyimlerde, geleneksel yaklaşımın izlerini gözlemlemek oldukça mümkündür fakat özellikle, ilişkinin kazandığı resmi ve akademik karakter, ustayı, resmi eğitmene ve mentor konumuna itmiş görünmektedir.

Makale detayları

Teaching and Learning Process in Folk Music Tradition: A Phenomenological View from Mentoring Perspective

Yazarlar:

Sami Emrah Gerekten

Yayıncı:

Mersin University

Ana Başlıklar:

Alan Eğitimleri

Dergi:

Mersin Üniversitesi Eğitim Fakültesi Dergisi Vol.19 Issue 2, pp.178-202

Belge Tipi:

Makale

Yayın Tarihi:

8/2023

Belge Dili:

Türkçe

Document ID (Org No.):

2001296300

pISSN:

1306-7850

Folk music

learning-teaching

master-apprentice relationship

mentor- mentee relationship

tradition.Halk müziği

öğrenme-öğretme

usta-çırak ilişkisi

mentor menti ilişkisi

gelenek.

Sayı

Makale detayları

Yazarlar: Sami Emrah Gerekten

Yayıncı: Mersin University

Ana Başlıklar: Alan Eğitimleri

Dergi: Mersin Üniversitesi Eğitim Fakültesi Dergisi Vol.19 Issue 2, pp.178-202

Belge Tipi: Makale

Yayın Tarihi: 8/2023

Belge Dili: Türkçe

Document ID (Org No.): 2001296300

pISSN: 1306-7850

Sayı

Yazarlar:

Sami Emrah Gerekten

Yayıncı:

Mersin University

Ana Başlıklar:

Alan Eğitimleri

Dergi:

Mersin Üniversitesi Eğitim Fakültesi Dergisi Vol.19 Issue 2, pp.178-202

Belge Tipi:

Makale

Yayın Tarihi:

8/2023

Belge Dili:

Türkçe

Document ID (Org No.):

2001296300

pISSN:

1306-7850