Pedagogical Opinions of Flutists and Flute Educators on Extended Flute Techniques

Hasan Alemlioğlu; Ömer Bilgehan Sonsel

Makale detayları

Pedagogical Opinions of Flutists and Flute Educators on Extended Flute Techniques

Yazarlar:

Hasan Alemlioğlu | Ömer Bilgehan Sonsel

Yayıncı:

Gazi University

Ana Başlıklar:

Güzel Sanatlar Eğitimi

Dergi:

Türk Eğitim Bilimleri Dergisi Vol.23 Issue 2, pp.1456-1478

Belge Tipi:

Makale

Yayın Tarihi:

8/2025

Belge Dili:

Türkçe

Document ID (Org No.):

2001355665

pISSN:

2459-1912

Anahtar kelimeler:

Özet:

 This article was conducted to describe the pedagogical views of flutists and flute educators on extended flute techniques and was conducted using qualitative research methods. The research used an interview form prepared by the researcher as a data collection tool and was applied to 16 flute educators and flutists who volunteered to participate in the study and worked at various institutions. Within the scope of the research, 4 questions were asked to the participants regarding the classification of the relevant techniques, the difficulty ranking of the techniques, the teaching methods used in teaching the techniques and the effects of the techniques on classical flute playing. The data were analyzed using the content analysis method. According to the research results, 43.75 of the participants stated that they did not need a classification for the techniques, and no common conclusion could be reached in the classification made by 56.25. While all participants stated that they used the explanation method and show and do techniques in teaching techniques, 43.75 thought that there was no difficulty order among the techniques, 31.25 of the participants suggested a difficulty order, and 25 preferred to make a difficulty order only among certain techniques. 81.25 of the participants stated that studying the techniques would have a positive effect on classical flute performance, while the remaining 18.75 of the participants stated that it could have both positive and negative effects.

 This article was conducted to describe the pedagogical views of flutists and flute educators on extended flute techniques and was conducted using qualitative research methods. The research used an interview form prepared by the researcher as a data collection tool and was applied to 16 flute educators and flutists who volunteered to participate in the study and worked at various institutions. Within the scope of the research, 4 questions were asked to the participants regarding the classification of the relevant techniques, the difficulty ranking of the techniques, the teaching methods used in teaching the techniques and the effects of the techniques on classical flute playing. The data were analyzed using the content analysis method. According to the research results, 43.75 of the participants stated that they did not need a classification for the techniques, and no common conclusion could be reached in the classification made by 56.25. While all participants stated that they used the explanation method and show and do techniques in teaching techniques, 43.75 thought that there was no difficulty order among the techniques, 31.25 of the participants suggested a difficulty order, and 25 preferred to make a difficulty order only among certain techniques. 81.25 of the participants stated that studying the techniques would have a positive effect on classical flute performance, while the remaining 18.75 of the participants stated that it could have both positive and negative effects.

 This article was conducted to describe the pedagogical views of flutists and flute educators on extended flute techniques and was conducted using qualitative research methods. The research used an interview form prepared by the researcher as a data collection tool and was applied to 16 flute educators and flutists who volunteered to participate in the study and worked at various institutions. Within the scope of the research, 4 questions were asked to the participants regarding the classification of the relevant techniques, the difficulty ranking of the techniques, the teaching methods used in teaching the techniques and the effects of the techniques on classical flute playing. The data were analyzed using the content analysis method. According to the research results, 43.75 of the participants stated that they did not need a classification for the techniques, and no common conclusion could be reached in the classification made by 56.25. While all participants stated that they used the explanation method and show and do techniques in teaching techniques, 43.75 thought that there was no difficulty order among the techniques, 31.25 of the participants suggested a difficulty order, and 25 preferred to make a difficulty order only among certain techniques. 81.25 of the participants stated that studying the techniques would have a positive effect on classical flute performance, while the remaining 18.75 of the participants stated that it could have both positive and negative effects.

 Bu makale flütistlerin ve flüt eğitimcilerinin genişletilmiş flüt tekniklerine ilişkin pedagojik görüşlerini betimlemek amacıyla yapılmıştır ve nitel araştırma yöntemleriyle gerçekleştirilmiştir. Araştırmada veri toplama aracı olarak araştırmacı tarafından hazırlanan görüşme formu kullanılmıştır ve çeşitli kurumlarda görev alan, araştırmaya gönüllü olarak katılan 16 flüt eğitimcisi ve flütiste uygulanmıştır. Araştırma kapsamında ilgili tekniklerin sınıflandırılması, tekniklerin zorluk sıralaması, tekniklerin öğretiminde kullanılan öğretim yöntemleri ve tekniklerin klasik flüt çalımına etkisine ilişkin dört soru katılımcılara yöneltilmiş ve verdikleri cevaplar içerik analizi yöntemi kullanılarak analiz edilmiştir. Araştırma sonuçlarına göre katılımcıların 43,75i teknikler için bir sınıflandırmaya ihiyaç duymadıklarını ifade etmişlerdir, 56,25inin yaptığı sınıflandırmada ortak bir sonuca varılamamıştır. Anlatım yöntemi ve gösterip yaptırma yöntemleri, tekniklerin öğretiminde katılımcıların tamamı tarafından kullanıldığı tespit edilmiştir. Katılımcıların 43,75i tekniler arasında zorluk sıralaması olmadığını düşünürken 31,25i ise zorluk sıralaması yaparken katılımcıların 25i sadece belli teknikler arasında sıralama olduğunu düşünmektedirler. Katılımcıların 81,25i teknikleri çalışmanın klasik flüt icrasına olumlu etkisi olacağı görüşünü bildirirken katılımcıların kalan 18,75i ise olumlu etkilerinin yanında olumsuz etkilerinin olabileceği görüşünü bildirmişlerdir.

Makale detayları

Pedagogical Opinions of Flutists and Flute Educators on Extended Flute Techniques

Yazarlar:

Hasan Alemlioğlu | Ömer Bilgehan Sonsel

Yayıncı:

Gazi University

Ana Başlıklar:

Güzel Sanatlar Eğitimi

Dergi:

Türk Eğitim Bilimleri Dergisi Vol.23 Issue 2, pp.1456-1478

Belge Tipi:

Makale

Yayın Tarihi:

8/2025

Belge Dili:

Türkçe

Document ID (Org No.):

2001355665

pISSN:

2459-1912

Flute

Flute education

Extended flute techniques

20th century musicsFlüt

Flüt eğitimi

Genişletilmiş flüt teknikleri

20. yüzyıl müziği

Sayı

Makale detayları

Yazarlar: Hasan Alemlioğlu | Ömer Bilgehan Sonsel

Yayıncı: Gazi University

Ana Başlıklar: Güzel Sanatlar Eğitimi

Dergi: Türk Eğitim Bilimleri Dergisi Vol.23 Issue 2, pp.1456-1478

Belge Tipi: Makale

Yayın Tarihi: 8/2025

Belge Dili: Türkçe

Document ID (Org No.): 2001355665

pISSN: 2459-1912

Sayı

Yazarlar:

Hasan Alemlioğlu | Ömer Bilgehan Sonsel

Yayıncı:

Gazi University

Ana Başlıklar:

Güzel Sanatlar Eğitimi

Dergi:

Türk Eğitim Bilimleri Dergisi Vol.23 Issue 2, pp.1456-1478

Belge Tipi:

Makale

Yayın Tarihi:

8/2025

Belge Dili:

Türkçe

Document ID (Org No.):

2001355665

pISSN:

2459-1912