MÜZİK ÖĞRETİMİ YAKLAŞIMLARININ ÇOKLU ZEKÂ KURAMI ÇERÇEVESİNDE İNCELENMESİ

Zeynep Deniz Uyan

EN TR

EXAMINATION OF MUSIC TEACHING APPROACHES WITHIN THE FRAMEWORK OF MULTIPLE INTELLIGENCES THEORY.

Abstract

Many music teaching approaches have been developed and implemented with various methods aimed at facilitating the process of music education from the past to the present. The purpose of this research is to evaluate the fundamental music teaching approaches existing in the literature in light of the multiple intelligences theory. In the study, the literature review method, one of the qualitative research methods, was used. Based on Howard Gardner's theory of multiple intelligences, the reflections of intelligence types (linguistic, logical, visual-spatial, bodily-kinesthetic, musical-rhythmic, interpersonal, intrapersonal, and naturalistic intelligences) in music education were examined, revealing which teaching methods better support each type of intelligence. By reviewing the existing literature on music teaching and the multiple intelligences theory, the relationships and interactions between these two fields were conceptually analyzed in the study. Fundamental music teaching approaches such as "Orff-Schulwerk, Kodály, Dalcroze Eurhythmics, and Suzuki" were examined in terms of the eight intelligence areas in the multiple intelligences theory. The study discusses the applicability of the multiple intelligences theory in music education and offers suggestions to teachers for developing teaching strategies that appeal to different intelligence areas. Integrating music teaching approaches with the multiple intelligences theory can make the learning process more efficient by addressing students' different learning styles. It is thought that institutions providing general, amateur (elective), and vocational music education can make students' music education processes more efficient through different music teaching approaches by taking intelligence types into consideration. In future research, the relationship between intelligence types and related music teaching approaches can be examined experimentally.

Keywords

MÜZİK ÖĞRETİMİ YAKLAŞIMLARININ ÇOKLU ZEKÂ KURAMI ÇERÇEVESİNDE İNCELENMESİ

Abstract

Geçmişten günümüze müzik eğitimi sürecini çeşitli yöntemlerle kolaylaştırmayı amaçlayan birçok müzik öğretimi yaklaşımı geliştirilmiş ve uygulanmıştır. Bu araştırmanın amacı, literatürde var olan temel müzik öğretimi yaklaşımlarını çoklu zekâ kuramı ışığında değerlendirmektir. Araştırmada nitel araştırma yöntemlerinden literatür tarama yöntemi kullanılmış, Howard Gardner’ın çoklu zekâ kuramı temel alınarak, zekâ türlerinin (dilsel, mantıksal, görsel-uzamsal, bedensel-kinestetik, müziksel-ritmik, kişilerarası, içsel zekâ ve doğa zekâsı) müzik öğretimindeki yansımaları incelenmiş, her bir zekâ türünün hangi öğretim yöntemleriyle daha iyi desteklendiği ortaya konulmuştur. Çalışmada müzik öğretimi ve çoklu zekâ kuramı ile ilgili mevcut literatür incelenerek, bu iki alan arasındaki ilişkiler ve etkileşimler kavramsal olarak analiz edilmiştir. “Orff-Schulwerk, Kodály, Dalcroze Eurhythmics ve Suzuki” gibi temel müzik öğretimi yaklaşımları çoklu zekâ kuramındaki sekiz zekâ alanı açısından incelenmiştir. Çalışma, müzik öğretiminde çoklu zekâ kuramının uygulanabilirliğini tartışmakta ve öğretmenlere farklı zekâ alanlarına hitap eden öğretim stratejileri geliştirme önerileri sunmaktadır. Müzik öğretimi yaklaşımlarının çoklu zekâ kuramı ile bütünleştirilmesi, öğrencilerin farklı öğrenme stillerine hitap ederek öğrenme sürecini daha verimli hale getirebilir. Genel, özengen ve mesleki müzik eğitimi veren kurumların, zekâ türlerini dikkate alarak farkı müzik öğretimi yaklaşımlarıyla öğrencilerin müzik eğitimi süreçlerini daha verimli hale getirebilecekleri düşünülmektedir. Gelecekte yapılacak araştırmalarda, zekâ türleri ve ilgili müzik öğretim yaklaşımları arasındaki ilişki deneysel olarak incelenebilir.

Keywords

References

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Details

Primary Language

Turkish

Subjects

Fine Arts Education

Journal Section

Research Article

Authors

Zeynep Deniz Uyan ^*
0000-0001-8696-0544
Türkiye

Publication Date

October 20, 2026

Submission Date

September 28, 2026

Acceptance Date

October 19, 2026

Published in Issue

Year 2026 Number: 1

IZ

https://izlik.org/JA75LA88BL

Cite

RIS / Bibtex

APA

Uyan, Z. D. (2026). MÜZİK ÖĞRETİMİ YAKLAŞIMLARININ ÇOKLU ZEKÂ KURAMI ÇERÇEVESİNDE İNCELENMESİ. Giresun Üniversitesi Eğitim Fakültesi Dergisi, 1. https://izlik.org/JA75LA88BL

AMA

1.Uyan ZD. MÜZİK ÖĞRETİMİ YAKLAŞIMLARININ ÇOKLU ZEKÂ KURAMI ÇERÇEVESİNDE İNCELENMESİ. GUEFD. 2026;(1). https://izlik.org/JA75LA88BL

Chicago

Uyan, Zeynep Deniz. 2026. “MÜZİK ÖĞRETİMİ YAKLAŞIMLARININ ÇOKLU ZEKÂ KURAMI ÇERÇEVESİNDE İNCELENMESİ”. Giresun Üniversitesi Eğitim Fakültesi Dergisi, no. 1. https://izlik.org/JA75LA88BL.

EndNote

Uyan ZD (October 1, 2026) MÜZİK ÖĞRETİMİ YAKLAŞIMLARININ ÇOKLU ZEKÂ KURAMI ÇERÇEVESİNDE İNCELENMESİ. Giresun Üniversitesi Eğitim Fakültesi Dergisi 1

IEEE

[1]Z. D. Uyan, “MÜZİK ÖĞRETİMİ YAKLAŞIMLARININ ÇOKLU ZEKÂ KURAMI ÇERÇEVESİNDE İNCELENMESİ”, GUEFD, no. 1, Oct. 2026, [Online]. Available: https://izlik.org/JA75LA88BL

ISNAD

Uyan, Zeynep Deniz. “MÜZİK ÖĞRETİMİ YAKLAŞIMLARININ ÇOKLU ZEKÂ KURAMI ÇERÇEVESİNDE İNCELENMESİ”. Giresun Üniversitesi Eğitim Fakültesi Dergisi. 1 (October 1, 2026). https://izlik.org/JA75LA88BL.

JAMA

1.Uyan ZD. MÜZİK ÖĞRETİMİ YAKLAŞIMLARININ ÇOKLU ZEKÂ KURAMI ÇERÇEVESİNDE İNCELENMESİ. GUEFD. 2026. Available at https://izlik.org/JA75LA88BL.

MLA

Uyan, Zeynep Deniz. “MÜZİK ÖĞRETİMİ YAKLAŞIMLARININ ÇOKLU ZEKÂ KURAMI ÇERÇEVESİNDE İNCELENMESİ”. Giresun Üniversitesi Eğitim Fakültesi Dergisi, no. 1, Oct. 2026, https://izlik.org/JA75LA88BL.

Vancouver

1.Zeynep Deniz Uyan. MÜZİK ÖĞRETİMİ YAKLAŞIMLARININ ÇOKLU ZEKÂ KURAMI ÇERÇEVESİNDE İNCELENMESİ. GUEFD [Internet]. 2026 Oct. 1;(1). Available from: https://izlik.org/JA75LA88BL

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