Publication: Malatya Arguvan yöresi türkülerinin ortaöğretim müzik eğitiminde kullanılabilirliği
Abstract
Bu çalışmanın amacı, TRT repertuvarına girmiş Malatya Arguvan yöresi türküleri’nin ortaöğretim müzik dersi içinde kullanılabilirliğinin incelenmesidir. Çalışma yapılırken nitel araştırma yöntemlerinden biri olan tarama modelinden faydalanılarak içerik analizi yöntemi ile analizleri yapılmıştır. Araştırmanın evrenini Malatya Arguvan Türk halk müziği ezgileri oluştururken, örneklemini TRT repertuvarına kabul edilmiş olan 24 adet Arguvan yöresi Türk halk müziği ezgisi oluşturmaktadır. Araştırmada TRT repertuvarı, Milli Eğitim Bakanlığı ortaöğretim 9, 10, 11 ve 12. Sınıflar öğretmen kılavuz kitabı, müzik dersi kitabı, “Milli Eğitim Bakanlığı talim ve terbiye kurulu ilk ders genelgesi” ve “değerler eğitimi yönergesi” kullanılmıştır. Verilerin analizi yapılırken içerik analizi yöntemi kullanılmıştır. Ele alınan eserler; müzikal yönden (usul, makam, ses aralığı), müzik dersi kazanımlarına uygunluğu yönünden (makam ve usul yapısı olarak kazanımlara uygunluğu, öğrenme alanları uygunluğu) ve değerler eğitimi açısından uygunluğu yönünden analiz edilmiş, ulaşılan sonuçlar tablolar haline gösterilerek, oransal dağılımları grafiklerle verilmiştir. Çalışmanın sonucunda; kazanımlar açısından incelenen eserlerin %50’sinin ortaöğretim müzik derslerinde kullanılabileceği, %50’sinin müzik derslerinde kullanılamayacağı sonucuna ulaşılırken, değerler eğitimi aktarımı açısından incelendiğinde %42 oran ile sevgi değerini içeren türkülerin en yüksek yüzdeye sahip olduğu görülmüş, %34 oran ile 8 türkünün ortaöğretim müzik dersinin hiçbir kademesinde kullanılamayacağı kanaatine varılmıştır.
The aim of this study is to examine the usability of the folk songs of Malatya Arguvan region, which are included in the TRT repertoire, in secondary school music lessons. While the study is being conducted, the analysis was made by using the survey model, which is one of the qualitative research methods, and the content analysis method was used. It constitutes 24 Arguvan region Turkish folk music melodies. In the study TRT repertoire, Ministry of National Education secondary school 9,10,11 and 12 grade teacher's guidebook, music lesson book, 'Ministry of National Education education and training board first lesson circular' and 'values education directive' were used. The content analysis method was used while analyzing the data. The works examined, musically (method, maqam, vocal range), in terms of their suitability for music lesson acquisitions (conformity to the acquisitions as maqam and procedural structure, suitability for learning fields) and in terms of values education. The results were analyzed in terms of suitability, the resultswere. As a result of the study, it was concluded that 50% of the works examined in terms of achievements can be used in secondary school music lessons, and 50% cannot be used in music lessons. When analyzed in terms of values education transfer, it was seen that folk songs containing the value of love had the highest percentage with 42%, and it was concluded that 8 folk songs with a rate of 34% could not be used in any level of secondary school music lessons.e shown in tables and their proportional distributions were given in graphics.
The aim of this study is to examine the usability of the folk songs of Malatya Arguvan region, which are included in the TRT repertoire, in secondary school music lessons. While the study is being conducted, the analysis was made by using the survey model, which is one of the qualitative research methods, and the content analysis method was used. It constitutes 24 Arguvan region Turkish folk music melodies. In the study TRT repertoire, Ministry of National Education secondary school 9,10,11 and 12 grade teacher's guidebook, music lesson book, 'Ministry of National Education education and training board first lesson circular' and 'values education directive' were used. The content analysis method was used while analyzing the data. The works examined, musically (method, maqam, vocal range), in terms of their suitability for music lesson acquisitions (conformity to the acquisitions as maqam and procedural structure, suitability for learning fields) and in terms of values education. The results were analyzed in terms of suitability, the resultswere. As a result of the study, it was concluded that 50% of the works examined in terms of achievements can be used in secondary school music lessons, and 50% cannot be used in music lessons. When analyzed in terms of values education transfer, it was seen that folk songs containing the value of love had the highest percentage with 42%, and it was concluded that 8 folk songs with a rate of 34% could not be used in any level of secondary school music lessons.e shown in tables and their proportional distributions were given in graphics.