Journal Name:
- Ondokuz Mayıs Üniversitesi Eğitim Fakültesi Dergisi
Key Words:
Keywords (Original Language):
Author Name | University of Author | Faculty of Author |
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Abstract (2. Language):
When we consider human life to cover a period of sixty to seventy years, a
person lives through several phases as a biopsychic being. Resulting with the shaping of
behaviour patterns, a human being is subject to various effects of the physical conditions, the
family structure, the way he has been raised, and of the cultural and social environments within
these phases which could be listed as babyhood, childhood, adolescence, adulthood, and
senectitude. These behaviour patterns determine his personality, the social environment he
belongs to, his cultural perception, and his position in life. It could be argued that the changes
in a person‘s life permanently shape his behaviour patterns. However, they are not entirely
volitional for an individual since they are originated in the physical, social, and cultural
environs where the individual‘s life begins in. Thus, because of the fact that the parents are
responsible from the period until when the individual make his own decisions, the changes in
behaviour patterns are only volitional after then.
In this process an individual aspires to gain volitional behaviours of both his family and his
own, which would maintain the social and cultural environments he achieved and would
provide him especially with a statute that determines his position in his career. The main
efficient behind all of these behaviour patterns and changes in them from the beginning of life
until the end is education.
Education has been defined in different ways within different philosophical systems and
psychological approaches. Most of these definitions have attributed education with a purpose.
Idealists have taken education as all activities attaining God, while Realists as raising
individuals due to the principal values of the society, Marxists as involving in production with
minimum variance, Pragmatists as a process of creating volitional behaviour changes in each
person via experiences, Existentialists as the process of taking human beings to their
boundaries. The advance in sciences but particularly in genetic engineering makes it available
to create and code learning as biochemical reactions as a result of physical stimulations in
human brain.
The instrument education within professional music education is a realm where the individual
could find the chance especially to present his all professional abilities. That is why
programming instrument education process is equally important as raising qualified
individuals. In order to achieve the objectives in instrument teaching programs, the elements
and the contents of the program should be universal and should include worldwide-recognized
teaching methods and techniques.
The piano teaching is a must course within the scope of instrument teaching in any education
institution. Particularly, since 2006-2007 academic year, the piano education period in Music
Education Departments of Fine Arts Education in Faculties of Education has been extended
from six semesters to eight. Consequently, piano education has been embedded into a fouryear
process. This reveals how important piano education is in music teacher training
institutions, and correspondingly how important it is to improve piano playing abilities of
music teachers.
In order to achieve their goals, it is of great importance for music teacher training institutions to
carry on piano courses, which are directly related to all of the other professional courses,according to a well planned and programmed curriculum in a disciplinary way. For this reason,
the contents and all elements of piano teaching programs have to be prepared with a mentality
that follows worldwide recognized piano teaching techniques and universal methods.
Unfortunately, when we have a look particularly on music teacher training institutions, we
observe that the education programs cannot go beyond course definitions.
It requires a considerably hard and a long process to learn an instrument with its universal
techniques. Performing an instrument at the universal artistic levels cannot be expected to come
out of an education that is as short as six semesters after the age of eighteen. That is why
training a performing artist and training a music teacher are held with quite different programs.
The educators taking part in any of these programs have obviously been trained according to
different programs, and have been formed up with different qualifications. Thus, it is essential
to discuss the piano education again with respect to these differences and to formulate
programs serving the purposes.
It is apparent that we are training different music teacher candidates with different goals and
purposes in different schools. Thus, when the need for standardization is considered too, the
necessity of a piano teaching program including all elements becomes evident.
In this research, the state of current teaching methodology for piano teaching in Music
Education Departments of Fine Arts Education in Faculties of Education is assessed. This study,
which is based on the necessity to approach the education programs as planned processes as
well as on the indispensability of applying contemporary teaching methodologies, is thus of
vital importance for revealing the current state. As is known, the curriculums of teacher training
institutions are executed within a common curriculum that has been prepared by the Council of
Higher Education in Turkey. Yet, this common curriculum is not capable of going beyond
presenting course lists and defining the contents of those courses. However, lacking a specific
undergraduate course curriculum (and not being able to define such a curriculum) while at the
same time offering courses such as ―curriculum preparation‖, ―curriculum evaluation‖ and
―curriculum analysis‖ at the graduate education levels of the same teacher training programs is
noteworthy. This situation has been attempted to fix at some of the Faculties of Education in
Turkey in order to set an internal order, and the deficiencies of the curriculums has been
attempted to overcome through some internal procedures. In this manner, 26 piano teachers
from different institutions with a variety of experience were given a structured interview to
survey the state of current piano teaching methodology. After the pre-research interviews, it
was discovered that most teachers were not implementing any structured teaching program or
methodology. Those following a program failed to include the teaching elements in their
program‘s curriculum. This revealed that they had been using a descriptive program.
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Abstract (Original Language):
Bu araştırmada, Eğitim Fakültelerinin Güzel Sanatlar Eğitimi Bölümü Müzik Öğretmenliği Anabilim
Dalı Piyano dersi için kullanılmakta olan mevcut öğretim programlarının durumu değerlendirilmiştir.
Eğitim ve Öğretim in planlı ve programlı bir süreç olması ve çağdaş öğretim yöntemlerinin üniversitelerde
vazgeçilmez bir unsur olmasından yola çıkarak hazırlanan bu çalışma, mevcut durumu ortaya koymak
açısından önem arz etmektedir. Bilindiği üzere öğretmen yetiştiren kurumların öğretim programları Yüksek
Öğretim Kurulu tarafından hazırlanan ortak bir program dâhilinde uygulanmaktadır. Ancak bu program,
ders listeleri ve tanımsal içerikten öteye gidememektedir. Hâlbuki öğretmen yetiştiren bir programın
lisansüstü eğitimi aşamalarında “program hazırlama”, “program değerlendirme” ve program çözümleme”
gibi dersler mevcut iken lisans aşamasındaki derslerin öğretim programlarının bulunmayışı
düşündürücüdür. Bu durum Türkiye‟nin bazı Eğitim Fakültelerinde kendi iç işleyişlerini düzenlemek adına
düzeltilmek istenmiş ve kurum içi çalışmalarla program eksikliği giderilmeye çalışılmıştır. Mevcut piyano
öğretim programlarının durumunu ortaya koyabilmek için farklı kurumlardan ve farklı deneyim
gruplarından 26 piyano öğretim elemanına yapılandırılmış görüşme uygulanmıştır. Araştırma ile ilgili ön
çalışma oluşturması açısından uygulanan yapılandırılmış görüşme sonucunda; piyano dersi‟ne yönelik
piyano öğretim elemanlarının birçoğunun herhangi bir öğretim programı kullanmadığı, kullananların ise
programlarının içeriğinde, öğretim programı öğelerine tam olarak yer vermediği, yani tanımsal program
kullandıkları saptanmıştır.
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