Abstract
Instrument practicing process is accepted to be the basic activity to develop skills in instrument education In this respect such topics as instrument practicing strategies and awareness influence student?s performance The use of self regulatory learning strategies while practicing the instrument is important for the independent and effective learners In this study a semi structured interview was made with the students attending the Conservatoires at Hacettepe and Dokuz Eylül Universities and Education Departments in Dokuz Eylül and Gazi Universities to explore their self regulatory strategies in instrument practicing process Findings of the study are discussed related with the literature
References
- KAYNAKLAR/REFERENCES
- KAYNAKLAR/REFERENCES
- KAYNAKLAR/REFERENCES LAR/REFERENCES LAR/REFERENCES
- Barry, N. (1992). The effects of practice strategies, individual differences in cognitive style and gender upon technical accuracy and musicality of student instrumental performance, Psychology of Music, 20, 112–123.
- Bembenutty, H., & Zimmerman, B. J. (2003). The relation of motivational beliefs and self-regulatory processes to homework completion and academic achievement. Paper presented at the meeting of the American Educational Research Association. Chicago, IL, April 21-25, 2003
- Chung, J. W. (2006). Self-regulated learning in piano practice of middle-school piano majors in Korea. (Doctoral Dissertation, Colombia University, 2006). Proquest Information and Learning (UMI No. 3205330).
- Ekiz, D. (2003). Eğitimde araştırma yöntem ve metotlarına giriş. Ankara: Anı Yayıncılık.
- Hallam, S. (2001). The development of metacognition in musicians: Implications for education. British Journal of Music Education, 18, 27- 39.
- Pintrich, P. R. (2000). The role of motivation in promoting and sustaining self- regulated learning. International Journal of Educational Research, 31, (6), 459-470.
- Rosenthal, R. K. (1984). The relative effects of guided model, model only, guide only, and practice only treatments on the accuracy of advanced instrumentalists’ musical performance. Journal of Research in Music Education, 32, 265–273.
- Schleuter, S. (1997). A sound approach to teaching instrumentalists. New York: Schirmer Books.
- Wagner, M. J. (1975). The effect of a practice report on practice time and musical performance, In C.K. Madsen, C.A. Prickett (Ed.) Applications of Research in Music Behavior. 125–130. Alabama, Alabama University Press.
- Weidenbach, V.G. (1996). The influence of self-regulation on instrumental practice. Unpublished Doctoral Dissertation, The University of Adelaide
- Wolfe, D. E. (1984). Improve practice with motivational contracts. Music Educators Journal. 74, (1),34-41.
- Zimmerman, B. J. (1998). Academic studying and the development of personal skill: a self-regulatory perspective. Educational Psychologist. 33, 73-86.
- Zimmerman B. J. (2002). Becoming self-regulated learner: an overview. Theory Into Practice. 41, (2), 64-70.
- Yıldırım, A., ve Şimşek, H. (2000). Sosyal bilimlerde nitel araştırma yöntemleri, Ankara: Seçkin Yayıncılık.
Abstract
Çalgı eğitiminde çalgıyı çalışma süreci, çalgı becerisinin gelişimi açısından en temel
eylemlerden biri olarak görülmektedir. Bu açıdan bakıldığında öğrencinin çalgısını nasıl
çalıştığı, kullandığı çalışma taktikleri ve bilinçli çalışma alışkanlıkları onun performansını
önemli derecede etkileyen etkenler olarak karşımıza çıkmaktadır. Bu aşamada
öğrencilerin çalgı çalışma sürecinde özdüzenlemeli öğrenme taktiklerini kullanımları
bağımsız ve etkili öğrenenler olmaları için üzerinde durulması gereken bir konudur. Bu
araştırmada Hacettepe ve Dokuz Eylül Üniversiteleri Devlet Konservatuarı lisans bölümü
öğrencileri ile Gazi ve Dokuz Eylül Üniversiteleri Eğitim Fakülteleri müzik öğretmeni
adaylarının bireysel çalgılarını çalışma sürecinde kullandıkları özdüzenlemeli öğrenme
taktiklerini nitel araştırma yöntemlerinden yarı-yapılandırılmış görüşme tekniği ile ortaya
çıkarılması amaçlanmıştır. Araştırma sonuçları ilgili literatür ile ilişkilendirerek
açıklanmıştır.
References
- KAYNAKLAR/REFERENCES
- KAYNAKLAR/REFERENCES
- KAYNAKLAR/REFERENCES LAR/REFERENCES LAR/REFERENCES
- Barry, N. (1992). The effects of practice strategies, individual differences in cognitive style and gender upon technical accuracy and musicality of student instrumental performance, Psychology of Music, 20, 112–123.
- Bembenutty, H., & Zimmerman, B. J. (2003). The relation of motivational beliefs and self-regulatory processes to homework completion and academic achievement. Paper presented at the meeting of the American Educational Research Association. Chicago, IL, April 21-25, 2003
- Chung, J. W. (2006). Self-regulated learning in piano practice of middle-school piano majors in Korea. (Doctoral Dissertation, Colombia University, 2006). Proquest Information and Learning (UMI No. 3205330).
- Ekiz, D. (2003). Eğitimde araştırma yöntem ve metotlarına giriş. Ankara: Anı Yayıncılık.
- Hallam, S. (2001). The development of metacognition in musicians: Implications for education. British Journal of Music Education, 18, 27- 39.
- Pintrich, P. R. (2000). The role of motivation in promoting and sustaining self- regulated learning. International Journal of Educational Research, 31, (6), 459-470.
- Rosenthal, R. K. (1984). The relative effects of guided model, model only, guide only, and practice only treatments on the accuracy of advanced instrumentalists’ musical performance. Journal of Research in Music Education, 32, 265–273.
- Schleuter, S. (1997). A sound approach to teaching instrumentalists. New York: Schirmer Books.
- Wagner, M. J. (1975). The effect of a practice report on practice time and musical performance, In C.K. Madsen, C.A. Prickett (Ed.) Applications of Research in Music Behavior. 125–130. Alabama, Alabama University Press.
- Weidenbach, V.G. (1996). The influence of self-regulation on instrumental practice. Unpublished Doctoral Dissertation, The University of Adelaide
- Wolfe, D. E. (1984). Improve practice with motivational contracts. Music Educators Journal. 74, (1),34-41.
- Zimmerman, B. J. (1998). Academic studying and the development of personal skill: a self-regulatory perspective. Educational Psychologist. 33, 73-86.
- Zimmerman B. J. (2002). Becoming self-regulated learner: an overview. Theory Into Practice. 41, (2), 64-70.
- Yıldırım, A., ve Şimşek, H. (2000). Sosyal bilimlerde nitel araştırma yöntemleri, Ankara: Seçkin Yayıncılık.
Details
| Primary Language | Turkish |
|---|---|
| Journal Section | Articles |
| Authors | |
| Publication Date | August 1, 2008 |
| Published in Issue | Year 2008 Volume: 9 Issue: 16 |
Cite
2017 INUEFD 
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