Performance, impact and recommendations for video-assisted violin education

Year 2022, Volume: 3 Issue: 3, 123 - 141, 30.09.2022

Yiğitcan Kesendere

Abstract

This research was done to investigate the effects of developing technology in the subject violin education within music education. In the study, the students of the control group who took the subject violin course were given violin courses, and the study group students were taken with different and multi-camera angles prepared by the researcher in addition to violin courses, and the course videos containing special effects, which follow the narrative, subtext, stolen note, were prepared. While these videos are being produced, an environment with no image and noise pollution is set in the area where the video was taken, high audio and video quality is used, and custom video preparation programs have been set up and completed. This study uses an unselected pattern with a sontest control group. The study was conducted with 10 people, and 10 people with 20 people to form the control group. As a data collection tool, the researcher used the gradual scoring key prepared by the researcher to evaluate the performance of Mozart’s “Morgen Kommt der Weichnactsmann” tune. The student performance recorded in the video has been evaluated by three experts through the graduated scoring key prepared. In the analysis of the data, the number of participants in the experiment and control groups has been taken into account to use a non-parametric test, the Mann-Whitney U test. The study revealed that the experiment group, composed of the self-violin students who received video support, was more successful than the control group. In the subject violin training, video course research should be developed by further research over the coming years. Violin, music, for the expansion of art education; the displaced province, district, etc. due to developing technology it is recommended to search for video, online (online) training in locations.

Keywords

music education, violin education, video-assisted violin education

References

• Aksoy, Y. (2015). Özengen keman eğitiminde video destekli öğretimin keman performansına etkisi (The impact of video-assisted teaching on violin performance in the subject violin training). Master Thesis. Necmettin Erbakan University, Konya, Turkey
• Blanco, A. D., & Ramirez, R. (2019). Evaluation of a sound quality visual feedback system for bow learning technique in violin beginners: An EEG study. Frontiers in Psychology, 10(FEB), 1–15. https://doi.org/10.3389/fpsyg.2019.00165
• Çağlar, E. (2011). Özengen keman eğitimi alan öğrencilerin temel hedeflere erişme düzeylerinin çeşitli değişkenler açısından incelenmesi: bir müzik kursu örneği (a study of the levels of access to the basic objectives of students who have been trained in equilibrium violin in various variables: example of a music course). Doctoral Thesis. Gazi University, Ankara, Turkiye.
• Calderón-Garrido, D., & Gustems-Carnicer, J. (2021). Adaptations of music education in primary and secondary school due to COVID-19: the experience in Spain. Music Education Research, 23(2), 139–150. https://doi.org/10.1080/14613808.2021.1902488
• Canbay, A., & Nacakcı, Z. (2011). Mektupla keman öğretim uygulamasına yönelik içerik analizi (content analysis for violin teaching practice by letter). Mehmet Akif Ersoy University Faculty of Education Journal, 21, 134–152.
• Canyakan, S. (2013). Profesyonel müzik kayıtlarında perde doğrulamanın performansa yönelik etkileri (performance effects of pitch verification in professional music recordings). Master Thesis. Dokuz Eylül University, Izmir, Turkiye.
• Della, M. (2017). An Intelligent Online Environment for Active Music Learning. New Trends and Issues Proceedings on Humanitie and Social Sciences, 4(8), 60–66.
• DergesKastner, J. (2014). Exploring Informal Music Learning in a Professional Development Community of Music Teachers. In Bulletin of the Council for Research in Music Education. http://www.jstor.org/stable/10.5406/bulcouresmusedu.202.0071
• Erim, A., & Yöndem, S. (2009). Video model destekli öğretimin gitar performansına etkisi (the effect of video model supported instruction on guitar performance). Dokuz Eylül University Buca Faculty of Education Journal, 26, 45–55.
• Feyzioğlu, N. (2004). Müzik Malzemesinin Oluşum ve Biçimlenmesinde Matematiğin Rolü (The role of mathematics in the formation and format of music material). Ataturk University Fine Arts Institute Journal, 13(10479), 95–104.
• Haug, M., Camps, P., Umland, T., & Voigt-Antons, J. N. (2020). Assessing Differences in Flow State Induced by an Adaptive Music Learning Software. 2020 12th International Conference on Quality of Multimedia Experience, QoMEX 2020, 2020–2023. https://doi.org/10.1109/QoMEX48832.2020.9123132
• Jiemsak, R. (2021). The Efficiency of Music Learning in a Blended Learning Environment of Undergraduate Students In Phranakhon Si Ayutthaya Rajabhat University. In 2021 6th International STEM Education Conference (iSTEM-Ed). https://doi.org/10.1109/istem-ed52129.2021.9625071
• Kesendere, Y. (2017). Özengen keman eğitimine başlangıçta yaşanılan problemler ve çözüm önerileri (problems experienced at the beginning of amateur violin education and solution suggestions). Uşak University Journal of Social Sciences, 10(2), 55–70.
• Kesendere, Y. (2021). Online keman eğitimi el kitabı (handbook of online violine education). Isparta: Genç Bilge
• Kesendere, Y., & Acar, A. K. (2018). Caz müziği sanatçılarının bakış açıları ile caz müziğine yeni başlayanlara tavsiyeler (jazz music artists' perspectives and advice for jazz beginners). Online Journal of Music Sciences, 3(2), 81–97.
• Kesendere, Y., Sakin, A. Ş., & Acar, A. K. (2020). Educators’ views on online/distance violin education at Covid-19 outbreak term. Journal for the Interdisciplinary Art and Education, 1(1), 1–19.
• Liang, Y. C., Shiue, Y. M., Huang, Y. M., & Liu, C. G. (2017). Development of a digital game-based learning system in music learning. Proceedings of the IEEE International Conference on Advanced Materials for Science and Engineering: Innovation, Science and Engineering, IEEE-ICAMSE 2016, 241–244. https://doi.org/10.1109/ICAMSE.2016.7840298
• Luttrell, B., Goold, L., & Ward, A. (2021). The MacGyver Approach: Teaching economy of availability in tertiary music education during COVID-19. Social Alternatives, 39(4), 27–32.
• McGregor, C. (2000). Pop kültür oluyor (It’s pop culture) (2nd ed, Trans: Metin Solmaz). Istanbul: Çiviyazıları.
• Mercin, L., & Alakuş, A. O. (2007). Birey ve toplum için sanat eğitiminin gerekliliği (the necessity of art education for individual and society). Journal of Dicle University Ziya Gökalp Faculty of Education, 20(9), 14–20.
• Özer, M. C. (2015). Bilgisayar müziği dillerinin tarihçesi (history of computer music languages). Journal of Ege University State Turkish Music Conservatory, 6, 47–59.
• Ramirez, R., Volpe, G., Canepa, C., Ghisio, S., Kolykhalova, K., Giraldo, S., Mayor, O., Perez, A., Mancini, M., Volta, E., Waddell, G., & Williamon, A. (2018). Enhancing music learning with smart technologies. ACM International Conference Proceeding Series, June, 0–3. https://doi.org/10.1145/3212721.3212886
• S.Hendricks, K., Stanuch, J., & D.Smith, T. (2014). Creating Safe Spaces for Music Learning. In Music Educators Journal. https://doi.org/10.1177/0027432114540337
• Tecimer, B. (2006). İnternet ve Yaşam Boyu Müzik Eğitimi (internet and lifelong music education). Müzed, 15, 8–9. http://www.muzikegitimcileri.net/bilimsel/makale/B-Tecimer_12.pdf
• Walter S. Reiter. (2020). The baroque violin viola a fifty-lesson course. Oxford.
• Yüksel, G., & Mustul, Ö. (2015). Müzik eğitiminde bilgisayar destekli eşlik uygulaması ve uygulamaya ilişkin öğrenci görüşleri (student ınsights on computer-assisted companion application and application in music education). Journal of Research in Education and Teaching, 4(3), 10–16.
• Zhang, Y. (2022). Violin teaching improvement strategy in the context of intelligent internet of things. Mathematical Problems in Engineering, 2022, 1–11. https://www.hindawi.com/journals/mpe/si/567034/