Impact of Walking Game Activity on Teaching of Asymmetrical Rhythms in Piano Education / Piyano Eğitiminde Yürüme Oyunu Etkinliğinin Aksak Ritimlerin Öğretilmesindeki Etkisi

Year 2023, Volume: 14 Issue: 4, 180 - 194, 30.08.2023

Mehmet Kayhan Kurtuldu Cemre Deniz Kubaliç

https://doi.org/10.19160/e-ijer.1283606

Abstract

This study aimed at examining to what extent the walking game activity is effective in teaching of asymmetrical (aksak) rhythm patterns in piano education. The study used the experimental method by setting up control and experiment groups each of which was composed of 11 people. In this practice that was conducted with students receiving the piano class in a private course whose ages ranged between 8 and 9, walking game activity was used to teach asymmetrical rhythm patterns. The practice was based on cards on which the rhythm patterns were written and repetition of the rhythm patterns formulated according to these cards with a walking game, and the final performances were measured with a given piano piece. A pre-test was also given to the students to measure the levels of students before the practice. All students were studied individually during the implementation process. Each student was studied for approximately 30 minutes, and student performances were measured with a rubric containing 6 evaluation steps. A classical study was carried out with the control group, and a limping walking practice was carried out with the experimental group. Digital data obtained through the practice were statistically analysed. In pre-test and post-test measurements, the Man Whitney U test was used. Since the total number of students was small, non-parametric tests were used directly. It was concluded as a result of the measurements that, in the post-test process, the students in the experiment group who studied with the walking game activity performed better in understanding and vocalizing the asymmetrical rhythm patterns compared to the students in control group.

Keywords

Piano education, Games, Asymmetrical rhythms, Experimental

Piyano Eğitiminde Yürüme Oyunu Etkinliğinin Aksak Ritimlerin Öğretilmesindeki Etkisi / Impact of Walking Game Activity on Teaching of Asymmetrical Rhythms in Piano Education

Abstract

Bu araştırmada piyano eğitiminde aksak ritim kalıplarının kavratılmasında yürüme oyunu etkinliğinin ne düzeyde etkili olduğunun incelenmesi amaçlanmıştır. Çalışmada deneysel yöntemden faydalanılmış ve 11’er kişiden oluşan deney ve kontrol grupları oluşturulmuştur. Yaşları 8 ile 9 arasında değişen ve özel bir kursta piyano dersi alan öğrenciler ile yürütülen uygulamada, aksak ritim kalıplarının kavranması için yürüme oyunu etkinliğinden yararlanılmıştır. Ritim kalıplarının yazılı olduğu kartlara ve bu kartlara göre oluşan ritim kalıpların yürüyüş oyunu ile tekrarlanmasına odaklı bir uygulama yürütülmüş, belirlenen piyano eseri kapsamında son performanslar ölçülmüştür. Çalışma öncesinde öğrencilerin seviyelerini anlamak için bir ön test uygulaması da yapılmıştır. Uygulama sürecinde tüm öğrencilerle bireysel olarak çalışılmıştır. Her bir öğrenci ile yaklaşık 30 dakika çalışılmış, öğrenci performansları 6 değerlendirme basamağı içeren bir puanlama anahtarı ile ölçülmüştür. Kontrol grubu ile klasik çalışma yapılmış, deney grubu ile aksak bir yürüme uygulaması yapılmıştır. Uygulamada elde edilen sayısal veriler tablolaştırılmış ve aynı zamanda istatistiksel anlamda analiz de edilmiştir. Ön test ve son test ölçümlerinde Man Whitney U testinden yararlanılmıştır. Kişi sayısı az olduğu için doğrudan parametrik olmayan testler kullanılmıştır. Ölçümler sonucunda son test sürecinde eğitsel oyun yöntemi ile çalışma yapılan deney grubu öğrencilerinin, aksak ritim kalıplarını anlama ve seslendirmede kontrol grubuna göre daha iyi olduğu neticesine varılmıştır.

Keywords

Müzik eğitimi, Piyano eğitimi, Oyun, Aksak ritimler.

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