Publication: Gitar eğitimi ve eşlikleme dersinin sanal sınıf ortamında işlevselliğinin incelenmesi
Abstract
Bu araştırmada, sanal sınıf ortamında gerçekleştirilen “Gitar Eğitimi ve Eşlikleme” dersinin işlevselliğinin incelenmesi amaçlanmaktadır. Bu amaç doğrultusunda öğrencilerin sanal sınıf ortamındaki gitar performans beceri düzeylerinin, ünite kazanımlarını gerçekleştirme durumlarının ve sanal sınıf ortamı ile ilgili araştırmaya katılan öğrencigörüşlerinin belirlenmesi hedeflenmektedir. Eylem araştırması olarak desenlemen araştırmada, “Gitar Eğitimi ve Eşlikleme” dersinin sanal sınıf ortamında gerçekleştirilmesine ve gitar öğretimini geliştirmeye/ iyileştirmeye yönelik bir eylem planı oluşturulmuştur. Bu bilimsel çalışma eylem araştırmasının türlerinden olan özgürleştirici/ geliştirici/ eleştirel eylem araştırması kapsamında ele alınmıştır. Araştırmanın çalışma grubu amaçlı örnekleme yöntemlerinden olan tipik örnekleme metodu ile belirlenmiştir. Bu kapsamda 2022-2023 eğitim-öğretim yılı güz döneminde Kastamonu Üniversitesi Güzel Sanatlar Eğitimi Bölümü Müzik Eğitimi nda “Gitar Eğitimi ve Eşlikleme I” dersi alan 4 öğrenci ile çalışma grubu oluşturulmuştur. Bu çalışmanın veri toplama araçlarını, kişisel bilgi formu, performans gözlem formu, ünite değerlendirme formu, araştırmacı günlüğü, online derslerin video kayıtları ve sanal sınıf ortamı değerlendirme formu oluşturmaktadır. Elde edilen verilere göre performans gözlem formunda öğrencileringelişim gösterdiği, ünite değerlendirme formunda öğrencilerin ünite kazanımlarının büyükbir çoğunluğunu elde ettiği, sanal sınıf ortamı değerlendirme formunda ise öğrencilerin “Gitar Eğitimi ve Eşlikleme” dersinin sanal sınıfta uygulanmasına yönelik genel olarak olumlu ifadeler kullandıkları tespit edilmiştir. Araştırmanın uygulama süreci 15 haftaolarak belirlenmiştir. 15 haftalık süreç içerisinde her hafta birer saat zoom platformu üzerinden video konferans yöntemi ile senkron dersler gerçekleştirilmiştir. Araştırmanın sonuçlarına göre; sanal sınıf modeli ile desteklenen “Gitar Eğitimi ve Eşlikleme” dersininöğrencilerin çalgı performans başarı durumlarını geliştirdiği ve sanal sınıf için düzenlenmiş olan 15 haftalık programın ünite kazanımlarını gerçekleştirmelerine katkı sağladığı söylenebilmektedir. Ek olarak hem ders videolarında hem de öğrenci görüşlerinde “GitarEğitimi ve Eşlikleme” dersinin sanal sınıf ortamında yapılmasıyla ilgili öğrencilerin “kullanılan materyallerin kullanışlılığı”, “derse giriş çıkışların kolay olması” vb ifadeler yazdıkları tespit edilmiştir. Çalışmanın sonuçlarından hareketle; sanal sınıf ortamında yapılacak olan müzik derslerinin bu kapsamda yapılandırılmış müfredat/ program ile işlenmesi, ders içeriklerine özgü online materyaller geliştirilmesi ve sanal sınıf ortamında nitelikli bir ders işleyişi için öğretmenlerin teknoloji kullanımını iyi düzeye getirmeleri önerilmiştir.
The purpose of this study is to investigate the functionality of the 'Guitar Education and Accompaniment' course in the virtual classroom environment. In line with this purpose, it aims to determine the level of students' guitar performance skills in the virtualclassroom environment, the realisation of the unit outcomes and the students' opinions about the application process. The research, which was designed as an action research, created an action plan for the implementation of the Guitar Education and Accompaniment course in the virtual classroom environment and for the development/ improvement of guitar education. In this direction, the research was carriedout within the framework of emancipatory/ developmental/ critical action research, one of the types of action research. The study group of the research was determined by the typical sampling method, which is one of the purposive sampling methods. In this context, the study group was formed with 4 students attending the course Guitar Education and Accompaniment I at Kastamonu University, Department of Fine Arts Education, Department of Music Education in the autumn semester of the academic year 2022-2023.The data collection tools employed in the study comprised a personal information form, a performance observation form, a unit evaluation form, a researcher diary, video recordings of online lessons and a virtual classroom environment evaluation form. The data obtained indicated that students demonstrated improvement in the Performance Observation Form, achieved the majority of the unit outcomes in the Unit Evaluation Form, and used positive statements about the implementation of the Guitar Education and Accompaniment coursein the virtual classroom in the Virtual Classroom Environment Evaluation Form. The results obtained also included the researcher's diary and course video recordings. The implementation process of the research was determined to be 15 weeks. During this period,synchronous lessons were held via the Zoom platform using the video conferencing method for one hour each week. The results of the research indicate that the Guitar Education and Accompaniment course, which was supported by the virtual classroom model, led to an improvement in students' performance in the use of musical instruments. Furthermore, the 15-week programme arranged for the virtual classroom contributed to the achievement of the unit outcomes. Furthermore, both in the course videos and in thestudent opinions, it was determined that the students used expressions such as the usefulness of the materials used, the ease of entry and exit to the lesson etc. in relation to the Guitar Training and Accompaniment course in the virtual classroom environment. The results of the study indicate that music lessons held in the virtual classroom environment should be structured around a curriculum or programme. Online materials should be developed to align with the course content, and teachers should be equipped with the necessary skills to deliver a qualified lesson in the virtual classroom environment.
The purpose of this study is to investigate the functionality of the 'Guitar Education and Accompaniment' course in the virtual classroom environment. In line with this purpose, it aims to determine the level of students' guitar performance skills in the virtualclassroom environment, the realisation of the unit outcomes and the students' opinions about the application process. The research, which was designed as an action research, created an action plan for the implementation of the Guitar Education and Accompaniment course in the virtual classroom environment and for the development/ improvement of guitar education. In this direction, the research was carriedout within the framework of emancipatory/ developmental/ critical action research, one of the types of action research. The study group of the research was determined by the typical sampling method, which is one of the purposive sampling methods. In this context, the study group was formed with 4 students attending the course Guitar Education and Accompaniment I at Kastamonu University, Department of Fine Arts Education, Department of Music Education in the autumn semester of the academic year 2022-2023.The data collection tools employed in the study comprised a personal information form, a performance observation form, a unit evaluation form, a researcher diary, video recordings of online lessons and a virtual classroom environment evaluation form. The data obtained indicated that students demonstrated improvement in the Performance Observation Form, achieved the majority of the unit outcomes in the Unit Evaluation Form, and used positive statements about the implementation of the Guitar Education and Accompaniment coursein the virtual classroom in the Virtual Classroom Environment Evaluation Form. The results obtained also included the researcher's diary and course video recordings. The implementation process of the research was determined to be 15 weeks. During this period,synchronous lessons were held via the Zoom platform using the video conferencing method for one hour each week. The results of the research indicate that the Guitar Education and Accompaniment course, which was supported by the virtual classroom model, led to an improvement in students' performance in the use of musical instruments. Furthermore, the 15-week programme arranged for the virtual classroom contributed to the achievement of the unit outcomes. Furthermore, both in the course videos and in thestudent opinions, it was determined that the students used expressions such as the usefulness of the materials used, the ease of entry and exit to the lesson etc. in relation to the Guitar Training and Accompaniment course in the virtual classroom environment. The results of the study indicate that music lessons held in the virtual classroom environment should be structured around a curriculum or programme. Online materials should be developed to align with the course content, and teachers should be equipped with the necessary skills to deliver a qualified lesson in the virtual classroom environment.