Distribution of Instrument Education Specialization of Academic Staff of Music Education Departments in Turkey

Ahmet Suat Karahan

Makale detayları

Distribution of Instrument Education Specialization of Academic Staff of Music Education Departments in Turkey

Yazarlar:

Ahmet Suat Karahan

Yayıncı:

Ataturk University

Ana Başlıklar:

Güzel Sanatlar Eğitimi

Dergi:

Art Vision Vol.29 Issue 51, pp.208-216

Belge Tipi:

Makale

Yayın Tarihi:

10/2023

Belge Dili:

Türkçe

Document ID (Org No.):

2001311118

pISSN:

2822-3144

Anahtar kelimeler:

Özet:

 When the Music Teacher Education Undergraduate Program is examined, it is seen that individual instrument education courses cover seven semesters. It is of great importance that the academicians who will conduct the instrument education courses have a good command over both the performance of the instrument, teaching methods and techniques, and the repertoire of educational music. In addition, since these courses are carried out individually, it significantly increases the course load of academic staff of the Music Education Department. In this context, it is of great importance that the academic staff should be qualitatively and quantitatively sufficient in order to carry out instrument courses. However, when the relevant literature was reviewed, no study was found to determine the instrument expertise of the academic staff. The aim of the study was to determine the distribution of the academic staff of 37 MTEUPs in terms of instrument specializations in seven regions of Turkey. The fact that the results to be obtained within the scope of the study contribute to the process of training qualified music educators and contain data that can be used in the development of the current program shows its contribution and importance to the field. As a result of the study in which the descriptive method was preferred as the survey model, it was determined that there are 106 piano, 69 violin, 16 viola, 28 cello, two double bass, 26 flute, three clarinet, one trumpet, one saxophone, 32 guitar, one mandolin, 24 baglama, five oud, seven qanun, one tar, 53 singing specialists, and a total of 375 permanent instrument education specialists working in the programs in the seven regions. It has been concluded that the number of instrument education specialists is the highest in Central Anatolia and the lowest in Southeastern Anatolia, and although the number of piano and violin instrument education specialists is quite high in Turkey, the number of double bass, trumpet, saxophone, mandolin, and tar instrument education specialists remains at a very low level.

 When the Music Teacher Education Undergraduate Program is examined, it is seen that individual instrument education courses cover seven semesters. It is of great importance that the academicians who will conduct the instrument education courses have a good command over both the performance of the instrument, teaching methods and techniques, and the repertoire of educational music. In addition, since these courses are carried out individually, it significantly increases the course load of academic staff of the Music Education Department. In this context, it is of great importance that the academic staff should be qualitatively and quantitatively sufficient in order to carry out instrument courses. However, when the relevant literature was reviewed, no study was found to determine the instrument expertise of the academic staff. The aim of the study was to determine the distribution of the academic staff of 37 MTEUPs in terms of instrument specializations in seven regions of Turkey. The fact that the results to be obtained within the scope of the study contribute to the process of training qualified music educators and contain data that can be used in the development of the current program shows its contribution and importance to the field. As a result of the study in which the descriptive method was preferred as the survey model, it was determined that there are 106 piano, 69 violin, 16 viola, 28 cello, two double bass, 26 flute, three clarinet, one trumpet, one saxophone, 32 guitar, one mandolin, 24 baglama, five oud, seven qanun, one tar, 53 singing specialists, and a total of 375 permanent instrument education specialists working in the programs in the seven regions. It has been concluded that the number of instrument education specialists is the highest in Central Anatolia and the lowest in Southeastern Anatolia, and although the number of piano and violin instrument education specialists is quite high in Turkey, the number of double bass, trumpet, saxophone, mandolin, and tar instrument education specialists remains at a very low level.

 When the Music Teacher Education Undergraduate Program is examined, it is seen that individual instrument education courses cover seven semesters. It is of great importance that the academicians who will conduct the instrument education courses have a good command over both the performance of the instrument, teaching methods and techniques, and the repertoire of educational music. In addition, since these courses are carried out individually, it significantly increases the course load of academic staff of the Music Education Department. In this context, it is of great importance that the academic staff should be qualitatively and quantitatively sufficient in order to carry out instrument courses. However, when the relevant literature was reviewed, no study was found to determine the instrument expertise of the academic staff. The aim of the study was to determine the distribution of the academic staff of 37 MTEUPs in terms of instrument specializations in seven regions of Turkey. The fact that the results to be obtained within the scope of the study contribute to the process of training qualified music educators and contain data that can be used in the development of the current program shows its contribution and importance to the field. As a result of the study in which the descriptive method was preferred as the survey model, it was determined that there are 106 piano, 69 violin, 16 viola, 28 cello, two double bass, 26 flute, three clarinet, one trumpet, one saxophone, 32 guitar, one mandolin, 24 baglama, five oud, seven qanun, one tar, 53 singing specialists, and a total of 375 permanent instrument education specialists working in the programs in the seven regions. It has been concluded that the number of instrument education specialists is the highest in Central Anatolia and the lowest in Southeastern Anatolia, and although the number of piano and violin instrument education specialists is quite high in Turkey, the number of double bass, trumpet, saxophone, mandolin, and tar instrument education specialists remains at a very low level.

 Müzik Öğretmenliği Lisans Programı MÖLP incelendiğinde bireysel çalgı eğitimi derslerinin yedi dönemi kapsadığı görülmektedir. Çalgı eğitimi derslerini yürütecek akademisyenlerin hem çalgının icrasına ve öğretim yöntem ve tekniklerine, hem de eğitim müziği dağarına hakim olması büyük bir öneme sahiptir. Ayrıca bu derslerin bireysel olarak yapılması sebebiyle Müzik Eğitimi Anabilim Dalı MEAD akademik kadrosunun ders yükü kayda değer ölçüde artmaktadır. Bu bağlamda MEAD çalgı eğitimi derslerinin yürütülebilmesi için akademik kadronun nitel ve nicel olarak yeterli olması büyük bir öneme sahiptir. Ancak ilgili literatür tarandığında MEAD kadrolu akademik personelinin çalgı uzmanlıklarının tespitine yönelik bir çalışmaya rastlanmamıştır. Araştırmanın amacı Türkiye genelinde hizmet veren otuz yedi MEADın kadrolu akademik personelinin çalgı uzmanlıklarına göre dağılımını yedi bölge ve Türkiye genelinde belirlemektir. Araştırma kapsamında ulaşılacak sonuçların nitelikli müzik eğitimcisi yetiştirme sürecine katkıda bulunması ve yürürlükte olan MÖLPün geliştirmesinde kullanılabilecek veriler içermesi açısından alana katkısı ve önemi bulunmaktadır. Tarama modelinde betimsel yöntemin tercih edildiği araştırmanın sonucunda yedi bölgede hizmet veren MEADlarda 106 piyano, 69 keman, 16 viyola, 28 çello, 2 kontrbas, 26 flüt, 3 klarnet, 1 trompet, 1 saksafon, 32 gitar, 1 mandolin, 24 bağlama, 5 ud, 7 kanun, 1 tar, 53 şan ve toplamda 375 kadrolu çalgı eğitimi uzmanının görev yaptığı belirlenmiştir. Çalgı eğitimi uzmanı sayısının en çok İç Anadolu Bölgesinde olmasına karşın en az Güney Doğu Anadolu bölgesinde olduğu, Türkiye genelinde piyano ve keman çalgı eğitimi uzman sayısının oldukça yüksek olmasına karşın kontrbas, trompet, saksafon, mandolin ve tar çalgı eğitimi uzman sayılarının çok düşük bir seviyede kaldığı sonuçlarına ulaşılmıştır.

Makale detayları

Distribution of Instrument Education Specialization of Academic Staff of Music Education Departments in Turkey

Yazarlar:

Ahmet Suat Karahan

Yayıncı:

Ataturk University

Ana Başlıklar:

Güzel Sanatlar Eğitimi

Dergi:

Art Vision Vol.29 Issue 51, pp.208-216

Belge Tipi:

Makale

Yayın Tarihi:

10/2023

Belge Dili:

Türkçe

Document ID (Org No.):

2001311118

pISSN:

2822-3144

Individual instrument education lessons

instrument education

instrument education specializationÇalgı eğitimi

çalgı eğitimi uzmanlığı

bireysel çalgı eğitimi dersleri

Sayı

Makale detayları

Distribution of Instrument Education Specialization of Academic Staff of Music Education Departments in Turkey

Yazarlar: Ahmet Suat Karahan

Yayıncı: Ataturk University

Ana Başlıklar: Güzel Sanatlar Eğitimi

Dergi: Art Vision Vol.29 Issue 51, pp.208-216

Belge Tipi: Makale

Yayın Tarihi: 10/2023

Belge Dili: Türkçe

Document ID (Org No.): 2001311118

pISSN: 2822-3144

Individual instrument education lessons

instrument education

instrument education specializationÇalgı eğitimi

çalgı eğitimi uzmanlığı

bireysel çalgı eğitimi dersleri

Sayı

Yazarlar:

Ahmet Suat Karahan

Yayıncı:

Ataturk University

Ana Başlıklar:

Güzel Sanatlar Eğitimi

Dergi:

Art Vision Vol.29 Issue 51, pp.208-216

Belge Tipi:

Makale

Yayın Tarihi:

10/2023

Belge Dili:

Türkçe

Document ID (Org No.):

2001311118

pISSN:

2822-3144