Development of Piano Accompaniment Skills in Music Education: A Comparative Analysis of 2017-2024 Student Performances

Uğur Özalp; Gökhan Ozdemir

Makale detayları

Development of Piano Accompaniment Skills in Music Education: A Comparative Analysis of 2017-2024 Student Performances

Yazarlar:

Uğur Özalp | Gökhan Ozdemir

Yayıncı:

Gazi University

Ana Başlıklar:

Güzel Sanatlar Eğitimi

Dergi:

Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi Vol.45 Issue 2, pp.689-701

Belge Tipi:

Makale

Yayın Tarihi:

8/2025

Belge Dili:

Türkçe

Document ID (Org No.):

2001357368

pISSN:

1301-9058

Anahtar kelimeler:

Özet:

 This study compares changes in piano accompaniment skills among students enrolled in a bachelors degree program in music education between 2017 and 2024. The study included 30 students from the Music Education Department at Mehmet Akif Ersoy University. Participants were evaluated using a structured observation form covering three different difficulty levels of school melodies, pitch knowledge, one-hand accompaniment, two-hand accompaniment, and transposition skills. The data obtained were analyzed using the SPSS program, and the performances in 2017 and 2024 were compared using independent sample t-tests. The findings revealed that students achievements in tone knowledge remained largely stable; however, there were significant declines in practical areas such as two-hand accompaniment and transposition skills. These declines were attributed to insufficient practice time, lack of systematic repetition, and limited repertoire usage. The studys findings indicate a disconnect between theoretical knowledge and practical application, emphasizing the need to strengthen functional piano education in music teacher training programs. In this context, it is recommended that accompaniment workshops be added to the curriculum, practical hours be increased, and a repertoire that includes polyphony and genre diversity be introduced. Additionally, the findings suggest that restricting practical education opportunities during the COVID-19 pandemic may be an important factor partially explaining the decline observed in students piano accompaniment performances.

 This study compares changes in piano accompaniment skills among students enrolled in a bachelors degree program in music education between 2017 and 2024. The study included 30 students from the Music Education Department at Mehmet Akif Ersoy University. Participants were evaluated using a structured observation form covering three different difficulty levels of school melodies, pitch knowledge, one-hand accompaniment, two-hand accompaniment, and transposition skills. The data obtained were analyzed using the SPSS program, and the performances in 2017 and 2024 were compared using independent sample t-tests. The findings revealed that students achievements in tone knowledge remained largely stable; however, there were significant declines in practical areas such as two-hand accompaniment and transposition skills. These declines were attributed to insufficient practice time, lack of systematic repetition, and limited repertoire usage. The studys findings indicate a disconnect between theoretical knowledge and practical application, emphasizing the need to strengthen functional piano education in music teacher training programs. In this context, it is recommended that accompaniment workshops be added to the curriculum, practical hours be increased, and a repertoire that includes polyphony and genre diversity be introduced. Additionally, the findings suggest that restricting practical education opportunities during the COVID-19 pandemic may be an important factor partially explaining the decline observed in students piano accompaniment performances.

 This study compares changes in piano accompaniment skills among students enrolled in a bachelors degree program in music education between 2017 and 2024. The study included 30 students from the Music Education Department at Mehmet Akif Ersoy University. Participants were evaluated using a structured observation form covering three different difficulty levels of school melodies, pitch knowledge, one-hand accompaniment, two-hand accompaniment, and transposition skills. The data obtained were analyzed using the SPSS program, and the performances in 2017 and 2024 were compared using independent sample t-tests. The findings revealed that students achievements in tone knowledge remained largely stable; however, there were significant declines in practical areas such as two-hand accompaniment and transposition skills. These declines were attributed to insufficient practice time, lack of systematic repetition, and limited repertoire usage. The studys findings indicate a disconnect between theoretical knowledge and practical application, emphasizing the need to strengthen functional piano education in music teacher training programs. In this context, it is recommended that accompaniment workshops be added to the curriculum, practical hours be increased, and a repertoire that includes polyphony and genre diversity be introduced. Additionally, the findings suggest that restricting practical education opportunities during the COVID-19 pandemic may be an important factor partially explaining the decline observed in students piano accompaniment performances.

 Bu çalışma, 2017 ve 2024 yılları arasında müzik öğretmenliği lisans programında öğrenim gören öğrencilerin piyano eşlik becerilerindeki değişimi karşılaştırmalı olarak incelemektedir. Mehmet Akif Ersoy Üniversitesi Müzik Öğretmenliği Anabilim Dalından 30 öğrencinin yer aldığı araştırmada, üç farklı zorluk düzeyine sahip okul ezgileri, ton bilgisi, tek el eşlikleme, çift el eşlikleme ve transpoze becerisi başlıkları altında yapılandırılmış bir gözlem formu ile değerlendirilmiştir. Elde edilen veriler SPSS programı aracılığıyla analiz edilmiş ve bağımsız örneklem t testleri ile 2017 ve 2024 yılı performansları karşılaştırılmıştır. Bulgular, ton bilgisi alanında öğrencilerin başarılarının büyük ölçüde sabit kaldığını; ancak çift el eşlikleme ve transpoze becerileri gibi uygulamalı alanlarda anlamlı düşüşler yaşandığını ortaya koymuştur. Bu düşüşler, uygulama süresinin azlığı, sistematik tekrar eksikliği ve sınırlı repertuvar kullanımı gibi nedenlerle ilişkilendirilmiştir. Araştırmanın sonuçları, teorik bilgi ile pratik uygulama arasında bir kopukluk olduğunu göstermekte ve müzik öğretmeni yetiştirme programlarında işlevsel piyano eğitiminin güçlendirilmesi gerektiğini vurgulamaktadır. Bu kapsamda, müfredata eşlik atölyeleri eklenmesi, uygulamalı saatlerin artırılması ve çok sesli, tür çeşitliliği içeren bir repertuvarın kazandırılması önerilmektedir. Ayrıca, bulgular COVID-19 pandemi sürecinde uygulamalı eğitim olanaklarının kısıtlanmasının, öğrencilerin piyano eşlik performanslarında gözlenen gerilemeleri kısmen açıklayan önemli bir etken olabileceğini göstermektedir.

Makale detayları

Development of Piano Accompaniment Skills in Music Education: A Comparative Analysis of 2017-2024 Student Performances

Yazarlar:

Uğur Özalp | Gökhan Ozdemir

Yayıncı:

Gazi University

Ana Başlıklar:

Güzel Sanatlar Eğitimi

Dergi:

Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi Vol.45 Issue 2, pp.689-701

Belge Tipi:

Makale

Yayın Tarihi:

8/2025

Belge Dili:

Türkçe

Document ID (Org No.):

2001357368

pISSN:

1301-9058

Music education

piano accompaniment

pre-service teachers

transcription

functional piano education.Müzik eğitimi

piyano eşlik

öğretmen adayları

deşifre

işlevsel piyano eğitimi

Sayı

Makale detayları

Yazarlar: Uğur Özalp | Gökhan Ozdemir

Yayıncı: Gazi University

Ana Başlıklar: Güzel Sanatlar Eğitimi

Dergi: Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi Vol.45 Issue 2, pp.689-701

Belge Tipi: Makale

Yayın Tarihi: 8/2025

Belge Dili: Türkçe

Document ID (Org No.): 2001357368

pISSN: 1301-9058

Sayı

Yazarlar:

Uğur Özalp | Gökhan Ozdemir

Yayıncı:

Gazi University

Ana Başlıklar:

Güzel Sanatlar Eğitimi

Dergi:

Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi Vol.45 Issue 2, pp.689-701

Belge Tipi:

Makale

Yayın Tarihi:

8/2025

Belge Dili:

Türkçe

Document ID (Org No.):

2001357368

pISSN:

1301-9058