Publication: Eğitim Fakülteleri güzel sanatlar eğitimi bölümü müzik eğitimi anabilim dalında uygulanabilecek viyolonsel müfredatının incelenmesi
Abstract
Bu tezde Eğitim Fakülteleri, Güzel Sanatlar Eğitimi Bölümü, Müzik Eğitimi nda uygulanabilecek viyolonsel müfredatının incelenmesi yapılmıştır. Yapılan çalışmada dört yıl, yani sekiz yarıyıl boyunca kolaydan zora doğru düzenlenmiş bir dağar oluşturulmaya çalışılmıştır. Bu çalışmada önce sağ el üzerine eğilinmiş, viyolonsel eğitiminde sıkça karşılaşılan yay problemleri tespit edilmeye çalışılmıştır. Bu problemler madde madde sıralanmış, kaynakları belirtilmiş ve çözüm önerileri sunulmuştur. Eğitim süresinin kısalığı göz önünde bulundurulmuş, böylece uzun yıllar çalışılarak edinilebilecek yay teknikleri, tamamen prototip etütler ve alıştırmalar üzerinde yoğunlaşılarak verilmiştir. Sol elde öğrenilmesi gereken kavramlar başlıklar altında toplanmıştır. Viyolonsel eğitiminde, bizce saptanmış dört temel pozisyon esas alındıktan sonra, ikinci dereceli çevre pozisyonlara ulaşmayı amaçlayan, böylece viyolonsel tuşunun krokisini çıkaran ve ara bağlantıları da basite indirgemiş bir şekilde veren bir program hazırlanmıştır. Sap ötesindeki nirengi noktası sayılabilecek notaların güvenli bulunabilmesi için izlenecek yollar anlatılmış, peşi sıra bunu sağlamak için deplasman etütleri verilmiştir. Vibrato, ekstansiyon ve pus kavramlarının nasıl çalışılarak edinilebileceği anlatılmıştır. Öğrencinin her gün yapması için, sağ ve sol el olmak üzere ikiye ayrılarak Günlük Çalışmalar verilmiştir. Ayrıca Maurice Gendron ve Prof. Reşit Erzin'in Günlük Çalışmalar konusundaki görüşlerine de yer verilmiştir. Profesyonel bir viyolonselcinin sahip olması gereken dört özellik belirtilmiş ve bu hedef her zaman göz önünde bulundurularak, ona nasıl ulaşılacağı konusunda öneriler getirilmiştir. Viyolonsel eğitiminde birinci sınıf birinci yarıyıldan, dördüncü sınıf son yarıyıla kadar her dönem süresince ulaşılması gereken hedefler belirlenip, bunlara ulaşıldıktan sonra her yarıyılsonu sınavında çalınması gereken gam, etüt, süit, sonat, sonatin, konçerto ve konçertinolar programa eklenme yoluyla, her sınıfta varılması gereken seviye belirtilmiştir.
A REVIEW ON EDUCATIONAL VIOLONCELLO CURRICULUM FOR USE IN THE FACULTY OF EDUCATION DEPARTMENT OF FINE ARTS DIVISION OF MUSIC EDUCATION An educational violoncello curriculum for use in the Faculty of Education, Department of Fine Arts, Division of Music Education was examined. A repertory for four years, or eight semesters, starting from easy pieces to harder ones, forming a sequential spectrum. First, we focused on the right hand and attempted to establish common bow problems. These problems were classified, their sources identified and suggestions were made on their solutions. The short duration of education were considered and bowing techniques which can be acquired in long years were presented, concentrating on solely prototype etudes and exercises. Concepts that have to be learned about the left hand were classified. A program aimed at reaching secondary peripheral positions, thereby creating a map of the cello fingerboard and presenting the simplified intermediary connections, after considering the four main positions in violoncello education. Ways to guarantee to find the notes, which are considered as reference points beyond the handle were given, after which deplacement exercises were presented to acquire this technique. Ways to learn extansion,pouce and how to vibrate were given. Daily Practices for both right and left hands for the pupil to exerices every day were suggested. Also, opinions of Maurice Gendron and Professor Reşit Erzin on Daily Practices were mentioned. The four qualities a professional cellist must possess were presented and ways how to achieve these qualities, with always to reach them in one's mind were suggested. Every quest that must be reached, from the first year of violoncello education to the second semester of the fourth year were determined, and the scales, studies, sonatas, sonatines, concertos and concertinos that should be played at the end of every year were added to the curriculum, thereby the level that must be reached at every year was suggested.
A REVIEW ON EDUCATIONAL VIOLONCELLO CURRICULUM FOR USE IN THE FACULTY OF EDUCATION DEPARTMENT OF FINE ARTS DIVISION OF MUSIC EDUCATION An educational violoncello curriculum for use in the Faculty of Education, Department of Fine Arts, Division of Music Education was examined. A repertory for four years, or eight semesters, starting from easy pieces to harder ones, forming a sequential spectrum. First, we focused on the right hand and attempted to establish common bow problems. These problems were classified, their sources identified and suggestions were made on their solutions. The short duration of education were considered and bowing techniques which can be acquired in long years were presented, concentrating on solely prototype etudes and exercises. Concepts that have to be learned about the left hand were classified. A program aimed at reaching secondary peripheral positions, thereby creating a map of the cello fingerboard and presenting the simplified intermediary connections, after considering the four main positions in violoncello education. Ways to guarantee to find the notes, which are considered as reference points beyond the handle were given, after which deplacement exercises were presented to acquire this technique. Ways to learn extansion,pouce and how to vibrate were given. Daily Practices for both right and left hands for the pupil to exerices every day were suggested. Also, opinions of Maurice Gendron and Professor Reşit Erzin on Daily Practices were mentioned. The four qualities a professional cellist must possess were presented and ways how to achieve these qualities, with always to reach them in one's mind were suggested. Every quest that must be reached, from the first year of violoncello education to the second semester of the fourth year were determined, and the scales, studies, sonatas, sonatines, concertos and concertinos that should be played at the end of every year were added to the curriculum, thereby the level that must be reached at every year was suggested.