Publication: Müzik teorisi ve işitme eğitiminde uygulamaların çeşitlendirilmesi
Abstract
Müzik Teorisi ve İşitme Eğitiminde Uygulamaların Çeşitlendirilmesi Bu araştırma, Türkiye'deki Eğitim Fakülteleri Güzel Sanatlar Eğitimi Bölümü Müzik Eğitimi Anabilim Dallarında Müzik Teorisi ve İşitme Eğitimi (MTİE) dersinde yapılmakta olan uygulamaları tespit etmek ve başka ne tür uygulamalar yapılabileceğini belirlemek amacıyla yapılmıştır. Bu amaçla, MTİE dersiyle ilgili 200'ü aşkın yerli ve yabancı kaynak kitap üzerinde tarama yapılmıştır. Kaynak tarama ve geçmiş deneyimlerden hareketle, MTİE dersinde kullanılmakta olan kaynak kitaplar, ders notları ve uygulamalara ilişkin bir anket hazırlanmıştır. Bu araştırmada, MTİE dersindeki uygulamalarla ilgili olarak müzik öğretmeni yetiştiren 15 fakültede görevli 30 MTİE dersi öğretim elemanından anket yoluyla MTİE derslerinde kullandıkları kaynak kitapları, ders notları ve yaptıkları uygulamalar hakkında görüşleri alınmış, bu yolla; bütün Eğitim Fakültelerinde MTİE dersinde yapılmakta olan EN ÇOK, ORTA, AZ KULLANILAN uygulamalar ile HİÇ KULLANILMAYAN uygulamalar belirlenerek eğitsel açıdan değerlendirilmiştir. Elde edilen bulgular, Eğitim Fakültelerinde yapılan EN ÇOK, ORTA, AZ ve HİÇ KULLANILMAYAN uygulamaların neler olduğunu ortaya çıkarmıştır. Az ve hiç kullanılmayan uygulamaların fakültelerin bulunduğu bölgesel özellik, bu dersi veren öğretim elemanlarının farklı eğitim kurumlarından yetişmiş olmaları, araç-gereç, ortak (standart) bir programın eksikliği ve bu derse ayrılan sürenin yetersizliği gibi nedenlerden ileri geldiği söylenebilir. Bütün bu sonuçlara dayanılarak, MTİE dersinde kullanılmakta olan kitapların bu derste yapılacak uygulamaları kapsayacak bir biçimde yeniden düzenlenmesi için, öncelikle her Eğitim Fakültesinden birer MTİE dersi öğretim elemanı ile bir program geliştirme uzmanının da yer alacağı bir komisyon oluşturulması ve bu komisyonun bir an evvel MTİE dersinde Ortak Standartları oluşturacak şekilde bir öğretim programının hazırlanması için çalışmalara başlaması; ileriki yıllarda MTİE dersi verecek öğretim elemanlarını yetiştirirken de, bu derste yapılacak uygulamalar konusunda yeterli bilgi ve becerilerle donatılmaları önerisinde bulunulmuştur. Ayrıca, müzik öğretmeni yetiştiren Eğitim Fakültelerinin bulundukları bölge özellikleriyle, ilköğretim ve ortaöğretim (lise) müzik dersi öğretim programlarını da dikkate alarak, MTE dersinde Ortak Standartların oluşturulabilmesi için, Yüksek Öğretim Kuruluna yeni bir program önerisinde bulunulmuştur. May 2003Özcan ÖZBEK
Diversification of Applications in Music Theory and Ear Training This survey aims at determining the variety of applications adopted in Music Theory and Ear Training (MTET) classes by Music Education divisions of the departments of Fine Arts at the Teacher Training Faculties in Turkish Universities. The study also deals with the question of how present applications can be diversified and standards in MTET improved. With this purpose in mind, over 200 foreign and local sources written on MTET were scanned. By means of both these sources and past experience, a questionnaire was prepared about textbooks and teacher's notes as well as methods of application adopted by various institutions in teaching MTET. Data was collected from 30 academics working in 15 different faculties throughout the country. In this way the methods most commonly used in MTET classes, the ones that have some usage, and the ones that are used rarely were determined and evaluated from an educational point of view. On analysing the data obtained by the abovementioned means, it was asserted that the below reasons might explain the reasons behind the lesser employed methods: regional characteristics of the faculties; the various institutions from which the academics themselves had received their own musical education the educational material used; the lack of a standard curriculum and insufficient hours of classes allocated for MTET. The results of the survey indicated that it might be of some use to make the below suggestions if, in future, the standards of MTET are to be improved: a commission consisting of one MTET lecturer and a programme development expert from each of the 17 faculties should be set up; the commission should be responsible for determining the standards of a new MTET curriculum which will include the practical as well as the theoretical aspects of the subject; and future lecturers in MTET should be furnished with the necessary knowledge and skills to enable them to effectively convey the spirit of MTET. Taking into consideration the regional characteristics of the faculties where music teachers are trained, and the syllabus of the elementary, secondary and high schools, a proposal for a new programme has also been submitted to the Institution of Higher Education so that the standards of MTET could be set.
Diversification of Applications in Music Theory and Ear Training This survey aims at determining the variety of applications adopted in Music Theory and Ear Training (MTET) classes by Music Education divisions of the departments of Fine Arts at the Teacher Training Faculties in Turkish Universities. The study also deals with the question of how present applications can be diversified and standards in MTET improved. With this purpose in mind, over 200 foreign and local sources written on MTET were scanned. By means of both these sources and past experience, a questionnaire was prepared about textbooks and teacher's notes as well as methods of application adopted by various institutions in teaching MTET. Data was collected from 30 academics working in 15 different faculties throughout the country. In this way the methods most commonly used in MTET classes, the ones that have some usage, and the ones that are used rarely were determined and evaluated from an educational point of view. On analysing the data obtained by the abovementioned means, it was asserted that the below reasons might explain the reasons behind the lesser employed methods: regional characteristics of the faculties; the various institutions from which the academics themselves had received their own musical education the educational material used; the lack of a standard curriculum and insufficient hours of classes allocated for MTET. The results of the survey indicated that it might be of some use to make the below suggestions if, in future, the standards of MTET are to be improved: a commission consisting of one MTET lecturer and a programme development expert from each of the 17 faculties should be set up; the commission should be responsible for determining the standards of a new MTET curriculum which will include the practical as well as the theoretical aspects of the subject; and future lecturers in MTET should be furnished with the necessary knowledge and skills to enable them to effectively convey the spirit of MTET. Taking into consideration the regional characteristics of the faculties where music teachers are trained, and the syllabus of the elementary, secondary and high schools, a proposal for a new programme has also been submitted to the Institution of Higher Education so that the standards of MTET could be set.