Araştırma Makalesi
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Zihinsel Şemalar Bağlamında Solfej Öğretiminde Müzikal Haritalar ve Öğrenme Stratejileri

Yıl 2023, Sayı: 43, 156 - 181, 30.06.2023

Öz

Bu araştırmanın amacı, öğrencilerin solfej öğretiminde kullandıkları müziksel haritaları ve öğrenme stratejilerini zihinsel şemalar bağlamında incelemektir. Araştırma, yükseköğretim düzeyinde müzik eğitimi alan 1. ve 2. sınıf öğrencilerinden oluşan 32 kişilik bir grup ile gerçekleştirilmiştir. Araştırma, nitel araştırma yöntemlerinden biri olan durum çalışması ile gerçekleştirilmiştir. Çalışma grubunun solfej okumaya ilişkin zihinsel haritalarını ve kullandıkları öğrenme stratejilerini belirlemek amacıyla iki bölümden oluşan görüşme formu uygulanmıştır. Görüşme formunun birinci bölümünde yer alan sorular kullanılan öğrenme stratejilerini belirlemeye, ikinci bölümde yer alan sorular ise müzik haritalarını belirlemeye yöneliktir. Elde edilen veriler frekans ve yüzde tablolarına dönüştürülmüştür. Müzik haritalarının belirlenmesinde, öğrencilerin yaptıkları çizimler ve verdikleri cevaplar içerik analizi ile incelenmiştir. Araştırma sonucunda öğrenciler tarafından en sık kullanılan stratejilerin dikkat ve tekrarlama stratejileri olduğu ve bu stratejinin araştırma grubundaki erkek öğrenciler tarafından daha çok kullanıldığı belirlenmiştir. Öğrencilerin solfej okuma haritalarındaki bilgiler incelendiğinde teorik bilgileri zihinlerinde canlandırma konusunda yeterli olmadıkları ve solfej çalışırken sadece bir notaya odaklandıkları belirlenmiştir. Bu sonuçlara ek olarak öğrencilerin notları okurken yaşadıkları sorunların farkında olmadıkları veya sorunlara çözüm önerileri getiremedikleri belirlenmiştir.

Kaynakça

  • Referans1 Akın, Ö. (2013). The status of music teacher candidates' use of learning strategies (Pamukkale University sample). Van Yüzüncü Yıl University Journal of the Faculty of Education, 10(1), 1-10.
  • Referans2 Aytaçlı, B. (2012). Detailed view on the case study. Adnan Menderes University Faculty of Education Journal of Educational Sciences, 3(1), 1-9.
  • Referans3 Baltacı, A. (2019). Nitel araştırma süreci: nitel bir araştırma nasıl yapılır? Ahi Evran Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 5(2), 368-388.
  • Referans4 Brodsky, W., Henik, A., Rubinstein, B. S. & Zorman, M. (2003). Auditory imagery from musical notation in expert musicians. Perception & Psychophysics, 65(4), 602-612.
  • Referans5 Creswell, J. W. (2013). Qualitative Inquiry & Research Design, choosing among five approaches. Sage. [Çev. Ed: Mesut BÜTÜN & Selçuk Beşir DEMİR], Nitel Araştırma Yöntemleri, beş yaklaşıma göre nitel araştırma ve araştırma desenleri (3. Baskıdan çeviri, gözden geçirilmiş 6. Baskı), Siyasal Kitabevi.
  • Referans6 Çakıcı, D. (2011). The role of schema theory in reading comprehension. Dumlupınar University Journal of Social Sciences, (30), 77-86.
  • Referans7 Deniz, J. (2015). Levels of music teacher candidates' use of metacognitive learning strategies. Journal of Academic Social Research, 3(14), 1-14.
  • Referans8 Endestad, T., Godøy, R. I., Sneve, M. H., Hagen, T., Bochynska, A., & Laeng, B. (2020). Mental Effort when playing, listening, and imagining music in one Pianist’s Eyes and Brain. Frontiers in Cognitive Neuroscience. 20 (14), 1-23. https://doi.org/10.3389/fnhum.2020.576888
  • Referans9 Evrekli, E., İnel, D. & Balım, A. G. (2012). The effects of using concept and mind maps on students' understanding of concepts and their attitudes towards science and technology. Abant İzzet Baysal University Journal of the Faculty of Education, 12(1), 229-250.
  • Referans10 Güdek, B. & Kayhan Bircan, E. (2021). Examination of music learning strategies of music teacher candidates in terms of different variables. Pamukkale University Journal of Social Sciences Institute, (43). 93-105.
  • Referans11 Güven, M. (2011). The teaching-learning process. Bilal Duman (Ed.) in teaching principles and methods (pp. 151-264). Ankara: Anı Publishing. Referans12 Hallam, S. (2001). The development of expertise in young musicians: Strategy use, knowledge acquisition and individual diversity. Music Education Research, 3(1), 7-23.
  • Referans13 Hurtienne, J. (2017). How cognitive linguistics inspires HCI: image schemas and image-schematic metaphors. International Journal of Human–Computer Interaction, 33(1), 1-20.
  • Referans14 Knowlton, D. S. (2007). An andragogical approach for reducing cognitive load within aural theory tasks. Visions of Research in Music Education, 9(1), 6.
  • Referans15 Kohl, J.E. (2021). Improvıng sight-reading through beginning band instruction. Master’s Thesis. Liberty University, Lynchburg, VA.
  • Referans16 Krumhansl, C. L. & Castellano, M. A. (1983). Dynamic processes in music perception. Memory & Cognition, 11(4), 325-334.
  • Referans17 Kurtuldu, M. K. (2012). The usability of warning signs for attention strategies in piano education. Ondokuz Mayis University Journal of Education Faculty, 31(2).
  • Referans18 Martin, S., Mikutta, C., Leonard, M. K., Hungate, D., Koelsch, S., Shamma, S., ... & Pasley, B. N. (2018). Neural encoding of auditory features during music perception and imagery. Cerebral Cortex, 28(12), 4222-4233.
  • Referans19 Nacaroğlu, D. (2019). Examination of the learning strategies used by music teacher candidates in terms of various variables. Master's thesis. Pamukkale University Institute of Educational Sciences, Denizli.
  • Referans20 Özer, B. (2002). Learning strategies in education programs of primary and secondary schools. Journal of Educational Sciences and Practice, (1), 17-23.
  • Referans21 Schunk, D. H. (2014). Learning theories an educational perspective. (M. Şahin, Trans. Ed.). Ankara: Nobel.
  • Referans22 Senemoğlu, N. (2009). Development, learning and teaching. From theory to practice. (Expanded 14th edition). Ankara: Pegem Academy.
  • Referans23 Sığrı, Ü. (2018). Qualitative research methods. İstanbul: Beta.
  • Referans24 Somuncuoğlu, Y., & Yıldırım, A. (1998). Learning strategies: Theoretical dimensions, research findings and implications for practice. Education and Science, 22(110).
  • Referans25 Şahin, H., & Uyar, M. (2013). Reflections of the use of learning strategies on academic achievement. Abant İzzet Baysal University Journal of the Faculty of Education, 13(1). 164-177.
  • Referans26 Şen, E. (2021). An analysis on music maps with their symbolic and graphical representations. Education and Science, 46(207).
  • Referans27 Ünlü, S. E., & Ece, A. S. (2019). Reading notation with Gestalt perception principles. Journal of Human Sciences, 16(4), 1104-1120. https://doi.org/10.14687/jhs.v16i4.5822.
  • Referans28 Talamini, F., Vigl, J., Doerr, E., Grassi, M., & Carretti, B. (2022). Auditory and visual mental imagery in musicians and non-musicians. Musicae Scientiae, 1-14. 10298649211062724.
  • Referans29 Tsabary, E. (2013). The aural skills acquisition process of undergraduate electroacoustic (ea) music majors in the context of a new aural learning method. Ph. D thesis, Boston University College of Fine Arts, USA.
  • Referans30 Vujović, I., & Bogunović, B. (2012, July). Cognitive strategies in sight-singing. In Proceedings Book of 13th ICMPC/ESCOM Conference (pp. 1106-1111).
  • Referans31 Yazıcı, Z. F., Dişiaçık, N. D. & Mungan, E. (2015). Perceptual grouping in music–I. Academic Review Journal, 51. 488-507.
  • Referans32 Yiğit, Ç. (2017). The effect of oriental maps created using graphics, symbols and pictures on success in teaching school songs. Ph. D thesis, Uludağ University.
  • Referans33 Yiğit, Ç., & Özeke, S. (2020). The effect of song maps created by using graphs, symbols and images on the success of teaching. Education & Science/Egitim ve Bilim, 45(202). 345-363.
  • Referans34 Yüksel, S. (2014). Learning strategies and classifications. Seval Fer (Ed.), In learning and teaching theories and approaches (2nd Edition, pp. 151-164). Ankara: Anı Publishing.

Musical Maps and Learning Strategies in Teaching Solfege the Context of Mental Schemas

Yıl 2023, Sayı: 43, 156 - 181, 30.06.2023

Öz

The purpose of this research is to examine the musical maps and learning strategies used by students in teaching solfege in the context of mental schemas. The research was carried out with a group of 32 students consisting of 1st and 2nd grade students who received music education at the higher education level. The research was conducted with a case study, one of the qualitative research methods. An interview form consisting of two parts was applied in order to determine the mental maps of the study group regarding solfeggio reading and the learning strategies they used. The questions in the first part of the interview form are for determining the learning strategies used, and the questions in the second part are for determining the musical maps. The obtained data were converted into frequency and percentage tables. In determining the music maps, the drawings made by the students and their responses were analyzed by content analysis. As a result of the research, it was determined that the most frequently used strategies by the students were attention and repetition strategies and this strategy was used more by male students in the research group. When the information on the students' maps of solfege reading was examined, it was determined that they were not sufficient to visualize the theoretical information in their minds, and they focused only on one note while studying solfege. In addition to these results, it was determined that the students were not aware of the problems they experienced while reading the notes or they could not offer solutions for the problems.

Kaynakça

  • Referans1 Akın, Ö. (2013). The status of music teacher candidates' use of learning strategies (Pamukkale University sample). Van Yüzüncü Yıl University Journal of the Faculty of Education, 10(1), 1-10.
  • Referans2 Aytaçlı, B. (2012). Detailed view on the case study. Adnan Menderes University Faculty of Education Journal of Educational Sciences, 3(1), 1-9.
  • Referans3 Baltacı, A. (2019). Nitel araştırma süreci: nitel bir araştırma nasıl yapılır? Ahi Evran Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 5(2), 368-388.
  • Referans4 Brodsky, W., Henik, A., Rubinstein, B. S. & Zorman, M. (2003). Auditory imagery from musical notation in expert musicians. Perception & Psychophysics, 65(4), 602-612.
  • Referans5 Creswell, J. W. (2013). Qualitative Inquiry & Research Design, choosing among five approaches. Sage. [Çev. Ed: Mesut BÜTÜN & Selçuk Beşir DEMİR], Nitel Araştırma Yöntemleri, beş yaklaşıma göre nitel araştırma ve araştırma desenleri (3. Baskıdan çeviri, gözden geçirilmiş 6. Baskı), Siyasal Kitabevi.
  • Referans6 Çakıcı, D. (2011). The role of schema theory in reading comprehension. Dumlupınar University Journal of Social Sciences, (30), 77-86.
  • Referans7 Deniz, J. (2015). Levels of music teacher candidates' use of metacognitive learning strategies. Journal of Academic Social Research, 3(14), 1-14.
  • Referans8 Endestad, T., Godøy, R. I., Sneve, M. H., Hagen, T., Bochynska, A., & Laeng, B. (2020). Mental Effort when playing, listening, and imagining music in one Pianist’s Eyes and Brain. Frontiers in Cognitive Neuroscience. 20 (14), 1-23. https://doi.org/10.3389/fnhum.2020.576888
  • Referans9 Evrekli, E., İnel, D. & Balım, A. G. (2012). The effects of using concept and mind maps on students' understanding of concepts and their attitudes towards science and technology. Abant İzzet Baysal University Journal of the Faculty of Education, 12(1), 229-250.
  • Referans10 Güdek, B. & Kayhan Bircan, E. (2021). Examination of music learning strategies of music teacher candidates in terms of different variables. Pamukkale University Journal of Social Sciences Institute, (43). 93-105.
  • Referans11 Güven, M. (2011). The teaching-learning process. Bilal Duman (Ed.) in teaching principles and methods (pp. 151-264). Ankara: Anı Publishing. Referans12 Hallam, S. (2001). The development of expertise in young musicians: Strategy use, knowledge acquisition and individual diversity. Music Education Research, 3(1), 7-23.
  • Referans13 Hurtienne, J. (2017). How cognitive linguistics inspires HCI: image schemas and image-schematic metaphors. International Journal of Human–Computer Interaction, 33(1), 1-20.
  • Referans14 Knowlton, D. S. (2007). An andragogical approach for reducing cognitive load within aural theory tasks. Visions of Research in Music Education, 9(1), 6.
  • Referans15 Kohl, J.E. (2021). Improvıng sight-reading through beginning band instruction. Master’s Thesis. Liberty University, Lynchburg, VA.
  • Referans16 Krumhansl, C. L. & Castellano, M. A. (1983). Dynamic processes in music perception. Memory & Cognition, 11(4), 325-334.
  • Referans17 Kurtuldu, M. K. (2012). The usability of warning signs for attention strategies in piano education. Ondokuz Mayis University Journal of Education Faculty, 31(2).
  • Referans18 Martin, S., Mikutta, C., Leonard, M. K., Hungate, D., Koelsch, S., Shamma, S., ... & Pasley, B. N. (2018). Neural encoding of auditory features during music perception and imagery. Cerebral Cortex, 28(12), 4222-4233.
  • Referans19 Nacaroğlu, D. (2019). Examination of the learning strategies used by music teacher candidates in terms of various variables. Master's thesis. Pamukkale University Institute of Educational Sciences, Denizli.
  • Referans20 Özer, B. (2002). Learning strategies in education programs of primary and secondary schools. Journal of Educational Sciences and Practice, (1), 17-23.
  • Referans21 Schunk, D. H. (2014). Learning theories an educational perspective. (M. Şahin, Trans. Ed.). Ankara: Nobel.
  • Referans22 Senemoğlu, N. (2009). Development, learning and teaching. From theory to practice. (Expanded 14th edition). Ankara: Pegem Academy.
  • Referans23 Sığrı, Ü. (2018). Qualitative research methods. İstanbul: Beta.
  • Referans24 Somuncuoğlu, Y., & Yıldırım, A. (1998). Learning strategies: Theoretical dimensions, research findings and implications for practice. Education and Science, 22(110).
  • Referans25 Şahin, H., & Uyar, M. (2013). Reflections of the use of learning strategies on academic achievement. Abant İzzet Baysal University Journal of the Faculty of Education, 13(1). 164-177.
  • Referans26 Şen, E. (2021). An analysis on music maps with their symbolic and graphical representations. Education and Science, 46(207).
  • Referans27 Ünlü, S. E., & Ece, A. S. (2019). Reading notation with Gestalt perception principles. Journal of Human Sciences, 16(4), 1104-1120. https://doi.org/10.14687/jhs.v16i4.5822.
  • Referans28 Talamini, F., Vigl, J., Doerr, E., Grassi, M., & Carretti, B. (2022). Auditory and visual mental imagery in musicians and non-musicians. Musicae Scientiae, 1-14. 10298649211062724.
  • Referans29 Tsabary, E. (2013). The aural skills acquisition process of undergraduate electroacoustic (ea) music majors in the context of a new aural learning method. Ph. D thesis, Boston University College of Fine Arts, USA.
  • Referans30 Vujović, I., & Bogunović, B. (2012, July). Cognitive strategies in sight-singing. In Proceedings Book of 13th ICMPC/ESCOM Conference (pp. 1106-1111).
  • Referans31 Yazıcı, Z. F., Dişiaçık, N. D. & Mungan, E. (2015). Perceptual grouping in music–I. Academic Review Journal, 51. 488-507.
  • Referans32 Yiğit, Ç. (2017). The effect of oriental maps created using graphics, symbols and pictures on success in teaching school songs. Ph. D thesis, Uludağ University.
  • Referans33 Yiğit, Ç., & Özeke, S. (2020). The effect of song maps created by using graphs, symbols and images on the success of teaching. Education & Science/Egitim ve Bilim, 45(202). 345-363.
  • Referans34 Yüksel, S. (2014). Learning strategies and classifications. Seval Fer (Ed.), In learning and teaching theories and approaches (2nd Edition, pp. 151-164). Ankara: Anı Publishing.
Toplam 33 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Alan Eğitimleri
Bölüm Research Article
Yazarlar

Elçin Ergin Talaka 0000-0002-2766-1285

Yayımlanma Tarihi 30 Haziran 2023
Gönderilme Tarihi 19 Nisan 2023
Yayımlandığı Sayı Yıl 2023 Sayı: 43

Kaynak Göster

APA Ergin Talaka, E. (2023). Musical Maps and Learning Strategies in Teaching Solfege the Context of Mental Schemas. Dicle Üniversitesi Ziya Gökalp Eğitim Fakültesi Dergisi(43), 156-181.