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Güzel Sanatlar Fakültesi Öğrencilerinin Gündelik Yaşamda Müzik Dinleme Ortamları ve Müzik Tercihleri: Dokuz Eylül Üniversitesi Örneği

Year 2016, Issue: 2, 186 - 194, 01.08.2016

Abstract

Bu çalışmanın amacı, Dokuz Eylül Üniversitesi Güzel Sanatlar Fakültesi’nde okuyan öğrencilerin müzik dinleme ortamlarını, dinledikleri müzik türlerini ve bunlar arasındaki ilişkiyi ortaya koymaktır. Ayrıca müzik dinleme ortamlarının öğrencilerin müzik eğitimi alıp almamalarına ve cinsiyetlerine göre anlamlı farklılık oluşturup oluşturmadığı da araştırılmıştır. Veri toplama aracı olarak beşli Likert tipi olarak geliştirilmiş müzik dinleme ortamları ölçeği ve müzik dinleme sıklığı ölçeği kullanılmıştır. Araştırma sonuçları öğrencilerin müziği en çok evde ve toplu taşıma araçlarında en az ise aileleri ve kitap/gazete/dergi okurken dinlediklerini göstermektedir. Öğrencilerin müzik türü tercih ortalamalarına bakıldığında en çok dinlenilen türün Rock ve Blues olduğu, onları Jazz ve Klasik Müzik türlerinin izlediği görülmektedir. En az tercih edilen türler ise Arabesk, Rap ve Türk Halk Müziğidir. Öğrencilerin müzik dinleme ortamlarının eğitim, cinsiyet ve dinledikleri müzik türüne göre anlamlı farklılıklar oluşturduğu saptanmıştır

References

  • Berg, H. C., Fierros, M. D., & Pérez, P.C. (2015). Cultural habits in teenagers and young adults in Galicia. Observatorio Da Cultura Galega. Retrieved from http://www.stat.gouv.qc.ca/ statistiques/culture/pratiques-culturelles/pratiques-galicie. pdf
  • Boal-Palheiros, G. M., & Hargreaves, D. J. (2004). Children’s modes of listening to music at home and at school. Bulletin of the Council for Research in Music Education, 161/162, 39–46.
  • DeNora, T. (2000). Music in everyday life. United Kingdom: Cambridge University Press. Retrieved from http://catdir.loc. gov/catdir/samples/cam032/99052606.pdf
  • Erdal, B. (2009). Müzik tercihi ve kişilik ilişkisi. Cumhuriyet Üniversitesi Sosyal Bilimler Dergisi, 35(2), 188-196. Retrieved from viewFile/1008000408/1008000336
  • Erdal, B. (2012). Müzik tercihlerinde inanç biçimlerinin rolü. III. Uluslararası Hisarlı Ahmet Sempozyumu, Müziği Algılamak, Sempozyum Tam Metin Kitabı, Kütahya.
  • Ginocchio, J. F. (2009). The effects of different amounts and types of music training on music style preference. Bulletin of the Council for Research in Music Education, 182, 7-18.
  • Gürgen, E. T. (2015). Musical preference and music education: Musical preferences of Turkish university students and their levels in genre identification, International Journal of Music Education, Published online before print December 31, 2015, doi: 10.1177/0255761415619390
  • Herbert, R. (2012a). Young people’s use and subjective experience of music outside school. Proceedings of the 12th International Conference on Music Perception and Cognition, Thessaloniki, Greece, 424-431.
  • Herbert, R. (2012b). Modes of Music listening and modes of subjectivity in everyday life. Journal of Sonic Studies, 2(1). Retrieved from http://journal.sonicstudies.org/vol02/nr01/ a05
  • Helsing, M. (2012). Everyday music listening: The importance of individual and situational factors for musical emotions and stress reduction. Proceedings of the 12th International Conference on Music Perception and Cognition, Thessaloniki, Greece, 414-418.
  • Juslin, P.N., & Laukka, P. (2004). Expression, perception, and induction of musical emotions: A review and a questionnaire study of everyday listening. Journal of New Music Research, 3(33), 217-238.
  • Karasar, N. (2002). Bilimsel araştırma yöntemi (11. Baskı). Ankara: Nobel Yayınları.
  • Konecni, V. J. (1982). Social interaction and musical preference. In Deutsch D. (Ed.), The psychology of music. New York: Academic Press.
  • Lamont, A., Hargreaves, D. J., Marshall, N. A., & Tarrant, M. (2003). Young people’s music in and out of school. British Journal of Music Education, 20(3), 229-241.
  • North, A. C., & Hargreaves, D. J. (2008). The social and applied psychology of music. NewYork: Oxford University Press.
  • North, A. C., Hargreaves, D. J., & Hargreaves J. J. (2004). Uses of music in everyday life. Music Perception: An Interdisciplinary Journal, 22(1), 41-77.
  • North, A. C., Hargreaves, D. J., & O’Neill, S. A. (2000). The importance of music to adolescents. British Journal of Educational Psychology, 70(2), 255- 272.
  • North, A. C., & Hargreaves, D. J.(2000). Musical Preferences during and after relaxation and exercise. The American Journal of Psychology, 113(1), 43-67.
  • Saarikallio, S., & Erkkila, J. (2007). The role of music in adolescents’ mood regulation. Psychology of Music, 35(1), 88-108.
  • Schäfer, T., Smukalla, M., & Oelker, S. (2013). How music changes our lives: A qualitative study of the long-term effects of intense musical experiences. Psychology of Music, 42(4), doi: 10.1177/0305735613482024.
  • Schäfer, T. (2008). Determinants of Music Preferences (doctoral thesis). Chemnitz: Chemnitz University of Technology. Retrieved from http://www.qucosa.de/fileadmin/data/ qucosa/documents/5749/data/DissertationThomasSchaefer. pdf
  • Sloboda, J. A. (1990). Musical excellence: How does it develop? In Howe M. J. A. (Ed.), Encouraging the development of exceptional skills and talents (pp. 165-178). Leicester: The British Psychological Society.
  • Sloboda, J. A., O’Neill, S. A., & Ivaldi, A. (2001). Functions of music in everyday life: an exploratory study using the experience sampling method. Musicae Scientiae, 5(1), 9–32.
  • Sloboda, J. A. (2010). Music in everyday life: The role of emotions. In Juslin P. N., & Sloboda J. A. (Eds.) Handbook of Music and Emotion: Theory, research, applications (pp. 493-514). New York, NY: Oxford University Press.
  • Şenel, O. (2013). Müzik algısı, müzik tercihi ve sosyal kimlik bağlamında müzikte önyargı ve kalıpyargı. Yayımlanmamış doktora tezi, Dokuz Eylül Üniversitesi Güzel Sanatlar Enstitüsü, İzmir.
  • Tarrant, M., North, A. C, & Hargreaves, D. J. (2000). English and American adolescents› reasons for listening to music. Psychology of Music, 28(2), 166-173.
  • Tekman, H. G, & Hortaçsu, N. (2002). Aspects of stylistic knowledge: what are different styles like and why do we listen to them? Psychology of Music, 30(1), 28-47.
  • Todd, J. R., & Mishra, J.(2013). Making listening instruction meaningful: A literature review. National Association for Music Education, 31(2), 4-10.
  • Yağışan, N. (2013). Üniversite öğrencilerinin müzik tercihleri ve saldırganlıkla ilişkisi. SED - Sanat Eğitimi Dergisi, 1(2), 96-113

Music Listening Situations and Musical Preference of the Students at the Faculty of Fine Arts in Everyday Life: A Case of Dokuz Eylul University

Year 2016, Issue: 2, 186 - 194, 01.08.2016

Abstract

The purpose of the study is to reveal the music listening situation of the students at the Faculty of Fine Arts of Dokuz Eylül University, the music genres that they listen to and the relationship between them. It is also investigated whether the music listening situation determines the music training of the students or also makes significant difference among students according to their genders. The music listening situation scale developed as five-point Likert type and the frequency of listening to music scales were used as for data collection tools. The findings revealed that the majority of the students prefer listening to music at home and public transport. The least preferred situations for listening to music are when they are with their families and whilst reading book/newspaper/magazines. The results suggested that the most preferred genres are Rock and Blues which are closely followed by Jazz and Western Classical Music. The least preferred genres are Turkish Arabesque Music, Rap and Turkish Folk Music. It is determined that the students’ music listening situation has shown significant differences according to the musical training, gender and musical genres

References

  • Berg, H. C., Fierros, M. D., & Pérez, P.C. (2015). Cultural habits in teenagers and young adults in Galicia. Observatorio Da Cultura Galega. Retrieved from http://www.stat.gouv.qc.ca/ statistiques/culture/pratiques-culturelles/pratiques-galicie. pdf
  • Boal-Palheiros, G. M., & Hargreaves, D. J. (2004). Children’s modes of listening to music at home and at school. Bulletin of the Council for Research in Music Education, 161/162, 39–46.
  • DeNora, T. (2000). Music in everyday life. United Kingdom: Cambridge University Press. Retrieved from http://catdir.loc. gov/catdir/samples/cam032/99052606.pdf
  • Erdal, B. (2009). Müzik tercihi ve kişilik ilişkisi. Cumhuriyet Üniversitesi Sosyal Bilimler Dergisi, 35(2), 188-196. Retrieved from viewFile/1008000408/1008000336
  • Erdal, B. (2012). Müzik tercihlerinde inanç biçimlerinin rolü. III. Uluslararası Hisarlı Ahmet Sempozyumu, Müziği Algılamak, Sempozyum Tam Metin Kitabı, Kütahya.
  • Ginocchio, J. F. (2009). The effects of different amounts and types of music training on music style preference. Bulletin of the Council for Research in Music Education, 182, 7-18.
  • Gürgen, E. T. (2015). Musical preference and music education: Musical preferences of Turkish university students and their levels in genre identification, International Journal of Music Education, Published online before print December 31, 2015, doi: 10.1177/0255761415619390
  • Herbert, R. (2012a). Young people’s use and subjective experience of music outside school. Proceedings of the 12th International Conference on Music Perception and Cognition, Thessaloniki, Greece, 424-431.
  • Herbert, R. (2012b). Modes of Music listening and modes of subjectivity in everyday life. Journal of Sonic Studies, 2(1). Retrieved from http://journal.sonicstudies.org/vol02/nr01/ a05
  • Helsing, M. (2012). Everyday music listening: The importance of individual and situational factors for musical emotions and stress reduction. Proceedings of the 12th International Conference on Music Perception and Cognition, Thessaloniki, Greece, 414-418.
  • Juslin, P.N., & Laukka, P. (2004). Expression, perception, and induction of musical emotions: A review and a questionnaire study of everyday listening. Journal of New Music Research, 3(33), 217-238.
  • Karasar, N. (2002). Bilimsel araştırma yöntemi (11. Baskı). Ankara: Nobel Yayınları.
  • Konecni, V. J. (1982). Social interaction and musical preference. In Deutsch D. (Ed.), The psychology of music. New York: Academic Press.
  • Lamont, A., Hargreaves, D. J., Marshall, N. A., & Tarrant, M. (2003). Young people’s music in and out of school. British Journal of Music Education, 20(3), 229-241.
  • North, A. C., & Hargreaves, D. J. (2008). The social and applied psychology of music. NewYork: Oxford University Press.
  • North, A. C., Hargreaves, D. J., & Hargreaves J. J. (2004). Uses of music in everyday life. Music Perception: An Interdisciplinary Journal, 22(1), 41-77.
  • North, A. C., Hargreaves, D. J., & O’Neill, S. A. (2000). The importance of music to adolescents. British Journal of Educational Psychology, 70(2), 255- 272.
  • North, A. C., & Hargreaves, D. J.(2000). Musical Preferences during and after relaxation and exercise. The American Journal of Psychology, 113(1), 43-67.
  • Saarikallio, S., & Erkkila, J. (2007). The role of music in adolescents’ mood regulation. Psychology of Music, 35(1), 88-108.
  • Schäfer, T., Smukalla, M., & Oelker, S. (2013). How music changes our lives: A qualitative study of the long-term effects of intense musical experiences. Psychology of Music, 42(4), doi: 10.1177/0305735613482024.
  • Schäfer, T. (2008). Determinants of Music Preferences (doctoral thesis). Chemnitz: Chemnitz University of Technology. Retrieved from http://www.qucosa.de/fileadmin/data/ qucosa/documents/5749/data/DissertationThomasSchaefer. pdf
  • Sloboda, J. A. (1990). Musical excellence: How does it develop? In Howe M. J. A. (Ed.), Encouraging the development of exceptional skills and talents (pp. 165-178). Leicester: The British Psychological Society.
  • Sloboda, J. A., O’Neill, S. A., & Ivaldi, A. (2001). Functions of music in everyday life: an exploratory study using the experience sampling method. Musicae Scientiae, 5(1), 9–32.
  • Sloboda, J. A. (2010). Music in everyday life: The role of emotions. In Juslin P. N., & Sloboda J. A. (Eds.) Handbook of Music and Emotion: Theory, research, applications (pp. 493-514). New York, NY: Oxford University Press.
  • Şenel, O. (2013). Müzik algısı, müzik tercihi ve sosyal kimlik bağlamında müzikte önyargı ve kalıpyargı. Yayımlanmamış doktora tezi, Dokuz Eylül Üniversitesi Güzel Sanatlar Enstitüsü, İzmir.
  • Tarrant, M., North, A. C, & Hargreaves, D. J. (2000). English and American adolescents› reasons for listening to music. Psychology of Music, 28(2), 166-173.
  • Tekman, H. G, & Hortaçsu, N. (2002). Aspects of stylistic knowledge: what are different styles like and why do we listen to them? Psychology of Music, 30(1), 28-47.
  • Todd, J. R., & Mishra, J.(2013). Making listening instruction meaningful: A literature review. National Association for Music Education, 31(2), 4-10.
  • Yağışan, N. (2013). Üniversite öğrencilerinin müzik tercihleri ve saldırganlıkla ilişkisi. SED - Sanat Eğitimi Dergisi, 1(2), 96-113
There are 29 citations in total.

Details

Primary Language English
Journal Section Research Article
Authors

Elif Tekin Gürgen This is me

Publication Date August 1, 2016
Published in Issue Year 2016 Issue: 2

Cite

APA Tekin Gürgen, E. (2016). Music Listening Situations and Musical Preference of the Students at the Faculty of Fine Arts in Everyday Life: A Case of Dokuz Eylul University. Yükseköğretim Ve Bilim Dergisi(2), 186-194.
AMA Tekin Gürgen E. Music Listening Situations and Musical Preference of the Students at the Faculty of Fine Arts in Everyday Life: A Case of Dokuz Eylul University. J Higher Edu Sci. August 2016;(2):186-194.
Chicago Tekin Gürgen, Elif. “Music Listening Situations and Musical Preference of the Students at the Faculty of Fine Arts in Everyday Life: A Case of Dokuz Eylul University”. Yükseköğretim Ve Bilim Dergisi, no. 2 (August 2016): 186-94.
EndNote Tekin Gürgen E (August 1, 2016) Music Listening Situations and Musical Preference of the Students at the Faculty of Fine Arts in Everyday Life: A Case of Dokuz Eylul University. Yükseköğretim ve Bilim Dergisi 2 186–194.
IEEE E. Tekin Gürgen, “Music Listening Situations and Musical Preference of the Students at the Faculty of Fine Arts in Everyday Life: A Case of Dokuz Eylul University”, J Higher Edu Sci, no. 2, pp. 186–194, August 2016.
ISNAD Tekin Gürgen, Elif. “Music Listening Situations and Musical Preference of the Students at the Faculty of Fine Arts in Everyday Life: A Case of Dokuz Eylul University”. Yükseköğretim ve Bilim Dergisi 2 (August 2016), 186-194.
JAMA Tekin Gürgen E. Music Listening Situations and Musical Preference of the Students at the Faculty of Fine Arts in Everyday Life: A Case of Dokuz Eylul University. J Higher Edu Sci. 2016;:186–194.
MLA Tekin Gürgen, Elif. “Music Listening Situations and Musical Preference of the Students at the Faculty of Fine Arts in Everyday Life: A Case of Dokuz Eylul University”. Yükseköğretim Ve Bilim Dergisi, no. 2, 2016, pp. 186-94.
Vancouver Tekin Gürgen E. Music Listening Situations and Musical Preference of the Students at the Faculty of Fine Arts in Everyday Life: A Case of Dokuz Eylul University. J Higher Edu Sci. 2016(2):186-94.