A Situation Analysis on Teaching Tongue Techniques in Flute Education

Merve Karalı; Gülce Coşkun Şentürk

Makale detayları

A Situation Analysis on Teaching Tongue Techniques in Flute Education

Yazarlar:

Merve Karalı | Gülce Coşkun Şentürk

Yayıncı:

Ataturk University

Ana Başlıklar:

Güzel Sanatlar Eğitimi

Dergi:

Art Vision Vol.30 Issue 53, pp.175-186

Belge Tipi:

Makale

Yayın Tarihi:

10/2024

Belge Dili:

Türkçe

Document ID (Org No.):

2001330885

pISSN:

2822-3144

Anahtar kelimeler:

Özet:

 This research aims to analyze the existing situation regarding the instruction of language techniques used in flute education. It was a descriptive-based qualitative study conducted using the case study pattern one of the qualitative research methods; therefore, a semi-structured interview form was prepared as the data collection tool. The population of the study consisted of flute teachers teaching in the Departments of Music Education of the Faculties of Education in Turkiye. In the research, a specific sampling method has not been preferred, and an attempt has been made to reach the entire population. Accordingly, all flute teachers teaching in the Departments of Music Education affiliated with the Faculties of Education at the universities that approved the study were contacted, and the study was conducted with 12 flute teachers who voluntarily agreed to participate. The data obtained with the interview form were analyzed by content analysis. The study concluded that all twelve participants included the topic of tongue techniques in the flute curriculum for eight semesters. Some participants used the demonstration method while others used the lecturing method to teach tongue techniques. Most of the flute teachers did not utilize teaching materials for tongue technique instruction. The syllables tu, tu-ku, tu-ku-tu were commonly used by flute teachers. The Taffanel sourcebook was the most frequently used resource for teaching tongue techniques. None of the teachers employed Turkish methods, and the problems encountered in relation to tongue techniques were often attributed to issues with hand and tongue coordination.

 This research aims to analyze the existing situation regarding the instruction of language techniques used in flute education. It was a descriptive-based qualitative study conducted using the case study pattern one of the qualitative research methods; therefore, a semi-structured interview form was prepared as the data collection tool. The population of the study consisted of flute teachers teaching in the Departments of Music Education of the Faculties of Education in Turkiye. In the research, a specific sampling method has not been preferred, and an attempt has been made to reach the entire population. Accordingly, all flute teachers teaching in the Departments of Music Education affiliated with the Faculties of Education at the universities that approved the study were contacted, and the study was conducted with 12 flute teachers who voluntarily agreed to participate. The data obtained with the interview form were analyzed by content analysis. The study concluded that all twelve participants included the topic of tongue techniques in the flute curriculum for eight semesters. Some participants used the demonstration method while others used the lecturing method to teach tongue techniques. Most of the flute teachers did not utilize teaching materials for tongue technique instruction. The syllables tu, tu-ku, tu-ku-tu were commonly used by flute teachers. The Taffanel sourcebook was the most frequently used resource for teaching tongue techniques. None of the teachers employed Turkish methods, and the problems encountered in relation to tongue techniques were often attributed to issues with hand and tongue coordination.

 This research aims to analyze the existing situation regarding the instruction of language techniques used in flute education. It was a descriptive-based qualitative study conducted using the case study pattern one of the qualitative research methods; therefore, a semi-structured interview form was prepared as the data collection tool. The population of the study consisted of flute teachers teaching in the Departments of Music Education of the Faculties of Education in Turkiye. In the research, a specific sampling method has not been preferred, and an attempt has been made to reach the entire population. Accordingly, all flute teachers teaching in the Departments of Music Education affiliated with the Faculties of Education at the universities that approved the study were contacted, and the study was conducted with 12 flute teachers who voluntarily agreed to participate. The data obtained with the interview form were analyzed by content analysis. The study concluded that all twelve participants included the topic of tongue techniques in the flute curriculum for eight semesters. Some participants used the demonstration method while others used the lecturing method to teach tongue techniques. Most of the flute teachers did not utilize teaching materials for tongue technique instruction. The syllables tu, tu-ku, tu-ku-tu were commonly used by flute teachers. The Taffanel sourcebook was the most frequently used resource for teaching tongue techniques. None of the teachers employed Turkish methods, and the problems encountered in relation to tongue techniques were often attributed to issues with hand and tongue coordination.

 This research aims to analyze the existing situation regarding the instruction of language techniques used in flute education. It was a descriptive-based qualitative study conducted using the case study pattern one of the qualitative research methods; therefore, a semi-structured interview form was prepared as the data collection tool. The population of the study consisted of flute teachers teaching in the Departments of Music Education of the Faculties of Education in Turkiye. In the research, a specific sampling method has not been preferred, and an attempt has been made to reach the entire population. Accordingly, all flute teachers teaching in the Departments of Music Education affiliated with the Faculties of Education at the universities that approved the study were contacted, and the study was conducted with 12 flute teachers who voluntarily agreed to participate. The data obtained with the interview form were analyzed by content analysis. The study concluded that all twelve participants included the topic of tongue techniques in the flute curriculum for eight semesters. Some participants used the demonstration method while others used the lecturing method to teach tongue techniques. Most of the flute teachers did not utilize teaching materials for tongue technique instruction. The syllables tu, tu-ku, tu-ku-tu were commonly used by flute teachers. The Taffanel sourcebook was the most frequently used resource for teaching tongue techniques. None of the teachers employed Turkish methods, and the problems encountered in relation to tongue techniques were often attributed to issues with hand and tongue coordination.

Makale detayları

A Situation Analysis on Teaching Tongue Techniques in Flute Education

Yazarlar:

Merve Karalı | Gülce Coşkun Şentürk

Yayıncı:

Ataturk University

Ana Başlıklar:

Güzel Sanatlar Eğitimi

Dergi:

Art Vision Vol.30 Issue 53, pp.175-186

Belge Tipi:

Makale

Yayın Tarihi:

10/2024

Belge Dili:

Türkçe

Document ID (Org No.):

2001330885

pISSN:

2822-3144

Flüt

Flüt Eğitimi

Dil Tekniği

Sayı

Makale detayları

A Situation Analysis on Teaching Tongue Techniques in Flute Education

Yazarlar: Merve Karalı | Gülce Coşkun Şentürk

Yayıncı: Ataturk University

Ana Başlıklar: Güzel Sanatlar Eğitimi

Dergi: Art Vision Vol.30 Issue 53, pp.175-186

Belge Tipi: Makale

Yayın Tarihi: 10/2024

Belge Dili: Türkçe

Document ID (Org No.): 2001330885

pISSN: 2822-3144

Flüt

Flüt Eğitimi

Dil Tekniği

Sayı

Yazarlar:

Merve Karalı | Gülce Coşkun Şentürk

Yayıncı:

Ataturk University

Ana Başlıklar:

Güzel Sanatlar Eğitimi

Dergi:

Art Vision Vol.30 Issue 53, pp.175-186

Belge Tipi:

Makale

Yayın Tarihi:

10/2024

Belge Dili:

Türkçe

Document ID (Org No.):

2001330885

pISSN:

2822-3144