MÜZİK EĞİTİMİNDE “CONVERSATIONAL SOLFEGE” İLE MÜZİK OKURYAZARLIĞI KAZANIMI

Abstract

Bu araştırma, Türkiye'de müzik eğitimi alanında "Conversational Solfege" yöntemi ile ilgili bilgilerin belirlenmesi ve literatürdeki bu boşluğun doldurulması amacını taşıyan bir derleme çalışmasıdır. Dr. John M. Feierabend tarafından 2001 yılında geliştirilen "Conversational Solfege", müzik eğitiminde özellikle müzik okuryazarlığını geliştirmek amacıyla kullanılan eğitici bir yöntemdir. "Conversational Solfege" öğrencilere müziksel dilde iletişim kurma yeteneği kazandırmayı hedefleyerek, notalar arasındaki ilişkileri doğal bir konuşma gibi algılamalarına olanak tanır. Müziği konuşur gibi anlama ve ifade etme becerisi kazandırarak, müzik eğitimini daha etkileşimli ve keyifli hale getirmeyi amaçlar. Bu çalışma, "Conversational Solfege" yöntemini tanıtmayı ve Türkiye'de uygulanabilirliğine vurgu yapmayı amaçlamaktadır. Veriler literatür taraması ve derleme çalışması yoluyla elde edilmiştir. İngilizce ve Türkçe olarak yayımlanmış açık erişimli makalelere odaklanmak üzere Google Akademik (Scholar) arama sayfasında yapılan taramalarla gerçekleştirilmiştir. WOS, SCOPUS, ERIC gibi veri tabanları da dâhil olmak üzere çeşitli kaynaklardan tam metinlere erişim sağlanmıştır. Tarama sonucunda Türkçe kaynaklarda Conversational Solfege ile ilgili herhangi bir çalışmaya rastlanmamıştır. Bu yüzden veriler doğrudan yöntemin yaratıcısı Dr. John M. Feierabend'in resmi internet sitesinden ve İngilizce makalelerden alınmıştır. Makalede “Conversational Solfege” yöntemine göre müzik okuryazarlığının nasıl olması gerektiği ve bu müzik okuryazarlığı kazanmanın önemi üzerinde durulmuştur. Ayrıca Dr. John M. Feierabend'in 4 ana başlık altında 12 aşamada gerçekleştirdiği yönteminin eğitimcilere yönelik her aşamaya uygun uygulama önerilerine de yer verilmiştir. Bu makalenin, Türkiye'deki solfej eğitimine dolayısıyla müzik eğitimine yeni bir bakış açısı getirmesi, müzik okuryazarlığını artırabilecek bir yöntem olarak tanıtması ve gelecekte yapılacak çalışmalara kaynak oluşturması amacıyla önemli olduğu düşünülmektedir.

Keywords

• Conversational solfege
• müzik okuryazarlığı
• solfej
• konuşmaya dayalı solfej

ACQUISITION OF MUSIC LITERACY THROUGH 'CONVERSATIONAL SOLFÈGE' IN MUSIC EDUCATION

Abstract

This research is a compilation study aimed at identifying information related to the 'Conversational Solfege' method in music education in Turkey and filling the gap in the literature. Developed by Dr. John M. Feierabend in 2001, 'Conversational Solfege' is an instructional method used primarily to enhance music literacy in music education. 'Conversational Solfege' aims to equip students with the ability to communicate in the musical language, allowing them to perceive relationships between notes as naturally as in conversation. By fostering the ability to understand and express music as if speaking, it aims to make music education more interactive and enjoyable. This study aims to introduce the 'Conversational Solfege' method and emphasize its applicability in Turkey. Data were obtained through literature review and compilation study. Searches were conducted on Google Scholar to focus on articles published in English and Turkish that are freely accessible. Full texts were accessed from various sources, including databases such as WOS, SCOPUS, ERIC, among others. The search did not yield any studies on Conversational Solfege in Turkish sources. Therefore, data were directly obtained from the official website of the method's creator, Dr. John M. Feierabend, and English articles. The article discusses how music literacy should be according to the 'Conversational Solfege' method and emphasizes the importance of acquiring this music literacy. Additionally, it provides practical implementation suggestions for educators for each stage of the method, which Dr. John M. Feierabend conducts in 12 steps under four main headings. It is believed that this article is important for providing a new perspective on solfege education in Turkey and therefore music education, introducing it as a method that can enhance music literacy, and serving as a source for future studies.

Keywords

• Conversational Solfege
• music literacy
• solfege
• conversation-based solfege

References

1. Andress, B. (1986). Toward an integrated development theory for early childhood music education. Bulletin of the Council for Research in Music Education, 86, 10-17. http://www.jstor.org/stable/40317967
2. Andrews, R. (2005). The place of systematic reviews in education research. British Journal of Educational Studies, 53(4), 399-416. https://doi.org/10.1111/j.1467-8527.2005.00303.x
3. Askarovich, A. M. (2024). The Concept of Music Literacy in the Science of Music Culture. Best Journal of Innovation in Science, Research and Development, 3(1), 19-21.
4. Berry, J. W. & Sam, D. L. (Eds.). (2006). The Cambridge handbook of acculturation psychology (p. 43). New York, NY, USA: Cambridge University Press.
5. Bourgeois, JP., & Rakic, P (1993). Changes of synaptic density in the primary visual cortex of the macaque monkey from fetal to adult stage. The Journal of Neuroscience, 13(7), 2801–2820. https://doi.org/10.1523/JNEUROSCI.13-07-02801.1993
6. Brandt, A., Slevc, R., & Gebrian, M. (2012). Music and early language acquisition. Frontiers in Psychology, 3. https://www.frontiersin.org/articles/10.3389/fpsyg.2012.00327
7. Chen, Y. (2024). Music psychology and its ıntegration in middle school music education in china. Asian Journal of Education and Social Studies, 50(1), 105-113. https://doi.org/10.9734/ajess/2024/v50i11242
8. Chomsky, N. (2000). New horizons in the study of language and mind. Cambridge University Press.

9. Chong, A. A. (2022). Elusive Kodály, Part II: The Hungarian Foundations of the Baby-Toddler Music Industry in the US. Hungarian Cultural Studies, 15, 45-61. https://doi.org/10.5195/ahea.2022.464
10. Farrow, R., Iniesto, F., Weller, M,. & Pitt., R. (2020). The GO-GN Research Methods Handbook. Open Education Research Hub. The Open University, UK. CC-BY 4.0. https://go-gn.net/gogn_outputs/research-methods-handbook/
11. Feierabend, J. (1990). Music in Early Childhood. Design For Arts in Education, 91(6), 15-20. https://doi.org/10.1080/07320973.1990.9934833
12. Feierabend, J. M. (1984). The Effects Of Specific Tonal Pattern Training On Singing And Aural Discrimination Abilities Of First Grade Children (Publication No. 8410243). Available from ProQuest Dissertations & Theses Global. https://www.proquest.com/dissertations-theses/effects-specific-tonal-pattern-training-on/docview/303333583/se-2
13. Feierabend, J. M. (1995). Music and intelligence in the early years. Early Childhood Connections, 7(3), 5-13.
14. Feierabend, J. M. (1997a). Developing music literacy: An aural approach for an aural art. Early Childhood Connections, 3(4), 33-38.
15. Feierabend, J. M. (1997b). Developing music literacy: An aural approach for an aural art. Early Childhood Connections, Fall 1997. https://giamusic.com/developing-music-literacy-an-aural-approach-for-an-aural-art
16. Feierabend, J. M. (2000a). Conversational solfege. GIA Publications, Inc.
17. Feierabend, J. M. (2000b). First steps in music for early elementary: The curriculum. GIA Publications, Inc.
18. Feierabend, J. M. (2001a). Conversational solfege level 1-Teacher’s edition. GIA Publications.
19. Feierabend, J. M. (2001b). First steps in classical music: Keeping the beat. GIA Publications.
20. Feierabend, J. M. (2024). Conversational solfege. Feierabend Association for Music Education. Retrieved 12.02.2024 from https://www.feierabendmusic.org/conversational-solfege/
21. Feierabend, J. M., Saunders, T. C., Holahan, J. M., & Getnick, P. E. (1998). Song Recognition among Preschool-Age Children: An Investigation of Words and Music. Journal of Research in Music Education, 46(3), 351-359. https://doi.org/10.2307/3345547
22. Forrest, D. (1999). Advancing music education in Australia, ASME Monograph, No.5, In J. Breen and N. Hogg (Eds.) Suzuki Music (pp. 44–49). Melbourne: Australian Society for Music Education.
23. Gordon, E. (1990). A music learning theory for newborn and young children. GIA Publication.
24. Gordon, E. (2012). Newborn, preschool children, and music: Undesirable consequences of thoughtless neglect. Perspectives. Journal of the Early Childhood Music and Movement Association, 7(3-4), 6-10.
25. Gordon, E. E. (2004). Pattern preeminence in learning music. Early Childhood Connections, 10(2), 7-13. Haartsen, R., Jones, E. J., & Johnson, M. H. (2016). Human brain development over the early years. Current Opinion in Behavioral Sciences, 10, 149–154. https://doi.org/10.1016/j.cobeha.2016.05.015
26. Hodges, D. A., & Nolker, D. B. (2011). The acquisition of music reading skills. In R. Colwell & P. Webster (Eds.), MENC Handbook of Research on Music Learning, Volume 2: Applications (pp. 61-91). Oxford University Press.
27. Holmes, A. V. (2009). Effect of fixed -do and movable -do solfege instruction on the development of sight -singing skills in 7- and 8-year-old children (Publication No. 3367428). Available from ProQuest Dissertations & Theses Global. https://www.proquest.com/dissertations-theses/effect-fixed-do-movable-solfege-instruction-on/docview/304875555/se-2
28. Karaçam, Z. (2013). Sistematik derleme metodolojisi: Sistematik derleme hazırlamak için bir rehber. Dokuz Eylül Üniversitesi Hemşirelik Fakültesi Elektronik Dergisi, 6(1), 26-33.
29. Kokas, K. (1970). Kodaly’s concept of music education. Bulletin of the Council for Research in Music Education, 22, 49–56. http://www.jstor.org/stable/40317114
30. Peek, A. N. (2007). A comparison of the Kodály methodology and Feirerabend's conversational solfege (Masters thesis). Retrieved from https://csuepress.columbusstate.edu/theses_dissertations/27/
31. Rainbow, E. (1981). A final report on a threeyear investigation of the rhythmic abilities of preschool aged children. Bulletin of the Council for Research in Music Education, 66,69–73.
32. Reifinger, J. L. (2006). Skill Development in Rhythm Perception and Performance: A Review of Literature. Update: Applications of Research in Music Education, 25(1), 15-27. https://doi.org/10.1177/87551233060250010103
33. Sanders, J. (2017). Teaching musicianship to singers in a high school choral program: a portrait of three choral directors and their pedagogies [Doctoral dissertation, Boston University]. Boston University Libraries. https://open.bu.edu/handle/2144/23313
34. Senemoğlu, N. (2020). Gelişim, öğrenme ve öğretim (27. bs.).Anı Yayıncılık
35. Suzuki, S., & Nagata, M.L. (1981). Ability development from age zero. Alfred Publishing Co. Inc. The Feierabend Association for Music Education. (2022). About FAME. Feierabend Association for Music Education.
36. Tierney, A., & Kraus, N. (2013). Music training for the development of reading skills. In M. M. Merzenich, M. Nahum, T. M. Van Vleet (Eds.), Progress in Brain Research (Vol. 207, pp. 209-241). Elsevier. https://doi.org/10.1016/B978-0-444-63327-9.00008-4
37. Yavuzer, H. (1990). Çocuk psikolojisi (46. bs.). Remzi Kitabevi. Yuan, J., & Zhao, N. (2024, January). Exploration on the reform path of music curriculum in colleges and universities in the new media era. In Proceedings of the 3rd International Conference on New Media Development and Modernized Education, NMDME 2023, October 13–15, 2023, Xi’an, China. http://dx.doi.org/10.4108/eai.13-10-2023.2341141
38. Zuk, J., Benjamin, C., Kenyon, A., & Gaab, N. (2014). Behavioral and neural correlates of executive functioning in musicians and Non-Musicians. PLoS ONE, 9(6). https://doi.org/10.1371/journal.pone.0099868