Publication: Güzel sanatlar eğitimi bölümü müzik eğitimi ana bilim dalı yaylı çalgılar öğrencilerinin çalgılarına yönelik tutumlarının çeşitli değişkenlerle incelenmesi
Abstract
Çalgı eğitimi, müzik eğitimi içerisinde çok önemli bir yere sahiptir. Müziği meslek olarak seçmiş birey en az bir çalgıda yetkin olabildiği takdirde, mesleğini doğru ve anlamlı bir şekilde yerine getirebilir. Çalgıda yetkin olabilmenin bu anlamda yeniliklere ve yaratıcılığa önemli etkisi vardır. Bireyin, eğitim ve öğretmenlik sürecinde çalgısına karşı oluşturduğu tutumu çok önemlidir. Olumlu veya olumsuz tutumların, bireyselliğin ön planda olduğu bu süreçte, bireyin çalgısını doğru çalışması, motivasyonu, ilgi ve isteği gibi alt başlıklar üzerindeki etkileri önemli bir paya sahip olduğu belirtilebilir. Bu amaçla müzik eğitimi ana bilim dalı yaylı çalgılar öğrencilerinin çalgılarına yönelik tutumları çeşitli alt değişkenlerle incelenmiş ve araştırmaya uygun bir model olarak saptanan tarama modeli kullanılmıştır.Marmara Üniversitesi Güzel Sanatlar Eğitimi Bölümü Müzik Eğitimi Ana Bilim Dalı Lisans Programında 1. 2. 3. ve 4. sınıflarda öğrenim gören 55 yaylı çalgılar öğrencisi ile yapılan bu araştırmada, 2 temel veri toplama aracı kullanılmıştır. Ölçeklerden biri, araştırmacı tarafından oluşturulan, öğrencilerin demografik özelliklerinin yer aldığı “Kişisel Bilgi Formu”dur. İkincisi ise Yalçınkaya ve Eldemir (2013) tarafından geliştirilen 18 maddelik (12’si olumlu ve 6’sı olumsuz yüklemli) “Bireysel Çalgı Dersi Tutum Ölçeği”dir. Burada amaç, çalışmaya katılan öğrencilerin bireysel çalgı tutumlarını çeşitli değişkenler açısından ölçmektir. Verilerin analizinde frekans, yüzde dağılım, T-testi, Kruskal-Wallis H testi, Mann-Whitney U testi, tek yönlü varyans analizi (One-WayAnova) ve Pearson Korelasyon Katsayısı değerleri alınmıştır.Elde edilen bulgular sonucunda, öğrencilerin çalgılarına yönelik genel tutumlarının oldukça yüksek oldukları ortaya çıkmıştır. Anket sonuçlarına göre, ölçeğin “İlgi ve istek” alt boyut puan ortalamaları çok yüksek çıkmıştır. “Motivasyon” alt boyut puan ortalamaları da “İlgi ve istek” kadar olmasa da olumludur. İki alt boyutun da öğrencilerin genel tutumlarında ortaya çıkan olumlu sonucu desteklediği görülmüştür.
Instrument training has a crucial place in music education. Individuals who chose music as occupation can practice this profession in a correct and meaningful manner only when they become competent in at least one instrument. In this sense, being competent in an instrument highly contributes to creativity and innovations. An individual’s attitude to instrument is very important during education and teaching process. Positive or negative attitudes will have significant impacts on subheadings such as the individual’s practicing the instrument correctly, motivation, desire and willingness during this process when individuality is at the forefront. For that purpose, attitudes of bowed string instrument students in the department of music teaching towards their instruments were examined with different sub-variables, and a screening model, which was considered appropriate for the research, was used.This study enrolled 55 bowed string instrument students studying at the 1st, 2nd, 3rd and 4th grades of Undergraduate Program of Music Teaching at Marmara University, Department of Fine Arts. The research used 2 main data collection tools. The first scale was “Personal Information Form” which was created by the researcher and included demographic data of students. The second tool was the 18-item (12 of them with positive statements and 6 of them with negative statements) “Individual Instrument Course Attitude Scale” developed by Yalçınkaya and Eldemir (2013). The objective here was to measure individual instrument attitudes of participating students in terms of different variables. In the analysis of data, values were obtained by using frequency, percentage distribution, T-test, Kruskal-Wallis H test, Mann-Whitney U test, one-way analysis of variance (One-Way ANOVA) and Pearson’s Correlation Coefficient.In consequence of the findings obtained, it was found that students’ overall attitudes to their instruments were considerably high. According to questionnaire results, mean scores of “willingness and desire” sub-dimensions were very high in the scale. Mean score of “motivation” sub-dimension was also positive although not as much as mean scores of “willingness and desire” sub-dimensions. It was seen that both sub-dimensions supported positive outcome in the overall attitudes of students.
Instrument training has a crucial place in music education. Individuals who chose music as occupation can practice this profession in a correct and meaningful manner only when they become competent in at least one instrument. In this sense, being competent in an instrument highly contributes to creativity and innovations. An individual’s attitude to instrument is very important during education and teaching process. Positive or negative attitudes will have significant impacts on subheadings such as the individual’s practicing the instrument correctly, motivation, desire and willingness during this process when individuality is at the forefront. For that purpose, attitudes of bowed string instrument students in the department of music teaching towards their instruments were examined with different sub-variables, and a screening model, which was considered appropriate for the research, was used.This study enrolled 55 bowed string instrument students studying at the 1st, 2nd, 3rd and 4th grades of Undergraduate Program of Music Teaching at Marmara University, Department of Fine Arts. The research used 2 main data collection tools. The first scale was “Personal Information Form” which was created by the researcher and included demographic data of students. The second tool was the 18-item (12 of them with positive statements and 6 of them with negative statements) “Individual Instrument Course Attitude Scale” developed by Yalçınkaya and Eldemir (2013). The objective here was to measure individual instrument attitudes of participating students in terms of different variables. In the analysis of data, values were obtained by using frequency, percentage distribution, T-test, Kruskal-Wallis H test, Mann-Whitney U test, one-way analysis of variance (One-Way ANOVA) and Pearson’s Correlation Coefficient.In consequence of the findings obtained, it was found that students’ overall attitudes to their instruments were considerably high. According to questionnaire results, mean scores of “willingness and desire” sub-dimensions were very high in the scale. Mean score of “motivation” sub-dimension was also positive although not as much as mean scores of “willingness and desire” sub-dimensions. It was seen that both sub-dimensions supported positive outcome in the overall attitudes of students.