Bilim sanat merkezlerindeki özel yetenekli öğrencilerin müzik alanını seçmelerinde ailelerinin etkisi

Abstract

Bu çalışma, Bilim Sanat Merkezleri (BİLSEM) bünyesinde müzik alanında özel yetenekli olarak tanılanmış öğrencilerin ailelerinin müziksel geçmişlerini incelemeyi ve bu yeteneklerin ailesel etkenlerle nasıl şekillendiğini anlamayı amaçlamaktadır. Araştırma, Bronfenbrenner’ın ekolojik sistemler kuramı çerçevesinde, ailelerin çocukların duygusal, sosyal ve zihinsel gelişimleri üzerindeki kritik rolünü vurgulamaktadır. Özel yetenekli öğrencilerin müziksel yeteneklerinin gelişiminde aile içi deneyimlerin etkisini belirlemek için ebeveynler, birincil mikro çevre olarak anne ve baba perspektifinden ele alınmıştır. Araştırma, nitel yöntem kullanılarak gerçekleştirilmiş ve yarı yapılandırılmış görüşme tekniği ile veriler toplanmıştır. Çalışma grubu, tipik durum örneklemesi ile belirlenmiş ve Ankara’daki BİLSEM okullarında müzik alanında özel yetenekli olarak tanılanmış öğrencilerin ailelerinden oluşmaktadır. Ebeveynlerin müzik geçmişleri, evdeki müzik aktiviteleri ve çocuklarına sağladıkları eğitim fırsatları, çocukların müzikle olan ilişkisini derinleştirmektedir. Veri toplama sürecinde, 20 aile ile gerçekleştirilen görüşmelerden elde edilen veriler içerik analizi yöntemi ile değerlendirilmiştir. Katılımcıların demografik özellikleri ve müzik eğitimi deneyimleri üzerinden ailelerin müziksel geçmişleri incelenmiştir. Araştırmanın bulguları ailelerin müzik yeteneklerinin gelişimindeki önemli katkılarını, ev içi müzik aktivitelerinin sıklığını ve çeşitliliğini, ailelerin müzikal destek sunma biçimlerini ve çocukların bu destekler aracılığıyla müziksel yeteneklerini nasıl geliştirdiklerini ortaya koymaktadır. Ailelerin, çocuklarının müzik eğitimine yönelik tutumları, müzikle ilgili etkinliklere katılımları ve çocuklarına sağladıkları fırsatlar, müzikal yeteneklerin gelişiminde belirleyici bir rol oynamaktadır. Sonuç olarak, aile katılımının artırılmasına yönelik stratejilerin geliştirilmesi gerektiği vurgulanmakta, müzik eğitimi alanında çalışan araştırmacılara, eğitimcilere ve politika yapıcılara değerli bilgiler sunulmaktadır. Çalışma, müzik eğitiminin aile içindeki dinamiklerle nasıl etkileşime girdiğine dair önemli bulgular sağlamaktadır.

Keywords

• aile etkisi
• BİLSEM
• müzik eğitimi
• müzikal geçmiş
• özel yetenekli öğrenciler

The influence of families on gifted students’ selection of the music field at science and art centers

Abstract

This study aims to explore the musical backgrounds of families with students identified as musically gifted at Science and Art Centers (BİLSEM) and to understand how familial factors shape these musical talents. Grounded in Bronfenbrenner’s ecological systems theory, the research emphasizes the critical role families play in their children’s emotional, social, and cognitive development. The study considers parents, as the primary micro-environment, to determine the impact of family experiences on the musical talent development of gifted students. Conducted using qualitative research methods, data were collected through semi-structured interviews. The study group was selected using typical case sampling and comprised families of musically gifted students identified at BİLSEM schools in Ankara. Parents’ musical backgrounds, in-home musical activities, and the educational opportunities they provide significantly influence the depth of their children’s engagement with music. The data collected from interviews conducted with 20 families were analyzed using the content analysis method. By examining participants’ demographic characteristics and experiences in music education, the study scrutinizes families’ musical histories. Findings reveal the significant contributions of families to the development of musical talent, the frequency and diversity of in-home music activities, the types of musical support provided by families, and how children develop their musical abilities through these supports. Families’ attitudes toward their children’s music education, their participation in music-related activities, and the opportunities they offer play a decisive role in the development of musical abilities. Consequently, the study underscores the need to develop strategies that enhance family involvement, providing valuable insights for researchers, educators, and policymakers in the field of music education. This research offers important findings on how music education interacts with family dynamics.

Keywords

• family influence
• BİLSEM
• music education
• musical background
• gifted students

References

1. Akar, H. (2016). Durum çalışması. A. Ersoy ve A. Saban (Ed.), Eğitimde nitel araştırma desenleri içinde (s. 111-150). Anı Yayıncılık.
2. Barrett, M. S. ve Baker, J. S. (2012). Developing learning identities in and through music: A case study of the outcomes of a music programme in an Australian juvenile detention centre. International Journal of Music Education, 30(3), 244-259. https://doi.org/10.1177/0255761411433721
3. Blanco-Novoa, S., Domínguez-Lloria, S. ve Pino-Juste, M. (2021). Impact of the social and family environment on the motivation of students in professional music teaching. The International Journal of Pedagogy and Curriculum, 28(1), 131-147. https://doi.org/10.18848/2327-7963/CGP/v28i01/131-147
4. Brand, M. (1985). Development and validation of the home musical environment scale for use at the early elementary level. Psychology of Music, 13(1), 40-48. https://doi.org/10.1177/0305735685131004
5. Brand, M. (1986). Relationship between home musical environment and selected musical attributes of second-grade children. Journal of Research in Music Education, 34(2), 111-120. https://doi.org/10.2307/3344739
6. Bronfenbrenner, U. (1977). Toward an experimental ecology of human development. American Psychologist, 32(7), 513-531. https://doi.org/10.1037/0003-066X.32.7.513
7. Büyüköztürk, Ş., Kılıç Çakmak, E., Akgün, Ö. E., Karadeniz, Ş. ve Demirel, F. (2021). Eğitimde bilimsel araştırma yöntemleri (31. bs.). Pegem Akademi. https://doi.org/10.14527/9789944919289
8. Ciepluch, G. M. (1988). Sightreading achievement in instrumental music performance, learning gifts, and academic achievement: A correlation study. The University of Wisconsin-Madison.

9. Conkling, S. W. (2017). Socialization in the family: Implications for music education. Update: Applications of Research in Music Education, 36(3), 29-37. https://doi.org/10.1177/8755123317732969
10. Coon, H. ve Carey, G. (1989). Genetic and environmental determinants of musical ability in twins. Behavior Genetics, 19(2), 183-193. https://doi.org/10.1007/BF01065903
11. Creswell, J. W. (2021). Nitel araştırma yöntemleri (S. B. Demir ve M. Bütün, Çev.). Siyasal.
12. Creswell, J. W. ve Creswell, J. D. (2018). Research design: Qualitative, quantitative, and mixed methods approaches (5. bs.). Sage Publications.
13. Custodero, L. A. ve Johnson-Green, E. A. (2003). Passing the cultural torch: Musical experience and musical parenting of infants. Journal of Research in Music Education, 51(2), 102-114. https://doi.org/10.2307/3345844
14. Davidson, J. W., Howe, M. J. A., Moore, D. G. ve Sloboda, J. A. (1996). The role of parental influences in the development of musical performance. British Journal of Developmental Psychology, 14(4), 399-412. https://doi.org/10.1111/j.2044-835X.1996.tb00714.x
15. de Vries, P. (2009). Music at home with the under fives: What is happening?. Early Child Development and Care, 179(4), 395-405. https://doi.org/10.1080/03004430802691914
16. Durbin, A. R. (2024). Musical engagement: A conceptual model of contextual influences. Visions of Research in Music Education, 45, 5. https://digitalcommons.lib.uconn.edu/vrme/vol45/iss1/5
17. Ericsson, K. A., Krampe, R. T. ve Tesch-Römer, C. (1993). The role of deliberate practice in the acquisition of expert performance. Psychological Review, 100(3), 363-406. https://doi.org/10.1037/0033-295X.100.3.363
18. Gingras P. (2013). Music at home: A portrait of family music-making (Yayın No. 3555024) [Doktora tezi, University of Rochester]. ProQuest Dissertations & Theses Global.
19. Hallam, S. (2010). The power of music: Its impact on the intellectual, social and personal development of children and young people. International Journal of Music Education, 28(3), 269-289. https://doi.org/10.1177/0255761410370658
20. Hallam, S. (2015). The power of music: A research synthesis of the impact of actively making music on the intellectual, social and personal development of children and young people. International Music Education Research Centre Press.
21. Hallam S., Creech A., Varvarigou M. ve Papageorgi I. (2020). Are there differences in practice depending on the instrument played?. Psychology of Music, 48(6), 745-765. https://doi.org/10.1177/0305735618816370
22. Herfindahl, N. J. (2023). Creating talent: The effect of environment on the development of musical skill [Doktora tezi, Liberty University]. https://digitalcommons.liberty.edu/doctoral/4737
23. Ilari, B. (2005). On musical parenting of young children: Musical beliefs and behaviors of mothers and infants. Early Child Development and Care, 175(7-8), 647-660. https://doi.org/10.1080/0300443042000302573
24. Johnson, D. A. (2000). The development of music aptitude and effects on scholastic achievement of 8 to 12 year olds (Yayın No. 9983062) [Doktora tezi, University of Louisville]. ProQuest Dissertations & Theses Global.
25. Kelley, L. ve Sutton-Smith, B. (1987). A study of infant musical productivity. J. C. Peery, I. W. Peery ve T. W. Draper (Ed.), Music and child development içinde (s. 35-53). New York, NY: Springer-Verlag.
26. Lamar, H. B. Jr. (1989). An examination of the congruency of music aptitude scores and mathematics and reading achievement scores of elementary children (Yayın No. 9020872) [Doktora tezi, The University of Southern Mississippi]. ProQuest Dissertations & Theses Global.
27. Lindstedt, S. (2024). Music activities in the home environment to support bonding between parents and children [Yüksek lisans tezi, University of Jyväskylä]. https://jyx.jyu.fi/handle/123456789/96421?locale-attribute=en
28. MacIntyre P. D., Schnare B. ve Ross J. (2018). Self-determination theory and motivation for music. Psychology of Music, 46(5), 699-715. https://doi.org/10.1177/0305735617721637
29. MacNamara, Á., Holmes, P. ve Collins, D. (2008). Negotiating transitions in musical development: The role of psychological characteristics of developing excellence. Psychology of Music, 36(3), 335-352. https://doi.org/10.1177/0305735607086041
30. Mcpherson, G. E. (2009). The role of parents in children’s musical development. Psychology of Music, 37(1), 91-110. https://doi.org/10.1177/0305735607086049
31. Mcpherson, G. E. ve Davidson, J. W. (2002). Musical Practice: Mother and child interactions during the first year of learning an instrument. Music Education Research, 4(1), 141-156. https://doi.org/10.1080/14613800220119822
32. McPherson, G. E. ve McCormick, J. (1999). Motivational and self-regulated learning components of musical practice. Bulletin of the Council for Research in Music Education, 141, 98-102. http://www.jstor.org/stable/40318992
33. Menglibekovich, B. M. (2024). Benefits of learning an instrument: Exploring the advantages. Journal of Education, Ethics and Value, 3(5), 140-143. https://jeev.innovascience.uz/index.php/jeev/article/view/650
34. Miles, M. B. ve Huberman, A. M. (1994). An expanded sourcebook qualitative data analysis (2. bs.). Sage Publications.
35. Millî Eğitim Bakanlığı. (2019). Bilim ve sanat merkezleri yönergesi. https://nazillibilsem.meb.k12.tr/meb_iys_dosyalar/09/11/765107/dosyalar/2019_12/13123140_Yeni_BYLSEM_Yonergesi.pdf
36. North, A. ve Hargreaves, D. (2008). The social and applied psychology of music. Oxford University Press.
37. Palos-Tuley, B. (2003). An examination of the relationship between fine arts experiences and creative thinking, academic self-concept, and academic achievement of Hispanic students in grades 3, 4, and 5 in selected south Texas schools (Yayın No. 3115310) [Doktora tezi, Texas A&M University-Corpus Christi and Texas A&M University-Kingsville]. ProQuest Dissertations & Theses Global.
38. Patton, M. Q. (2014). Qualitative research & evaluation methods: Integrating theory and practice (4. bs.). Sage Publications, Inc.
39. Pereira-Fradin, M. ve Dubois, A. (2007). Environmental effects on musical talent development. Gifted and Talented International, 22(2), 105-117. https://doi.org/10.1080/15332276.2007.11673501
40. Selmani, T. A. (2024). The influence of music on the development of a child: Perspectives on the influence of music on child development. EIKI Journal of Effective Teaching Methods, 2(1), 191-201. https://doi.org/10.59652/jetm.v2i1.162
41. Shenton, A. K. (2004). Strategies for ensuring trustworthiness in qualitative research projects. Education For İnformation, 22(2), 63-75. doi:10.3233/EFI-2004-22201
42. Southgate, D. E. ve Roscigno, V. J. (2009). The impact of music on childhood and adolescent achievement. Social Science Quarterly, 90(1), 4-21. https://doi.org/10.1111/j.1540-6237.2009.00598.x
43. Strauss, A. ve Corbin, J. (1990). Basics of qualitative research. Sage Publications.
44. Tavşancıl, E. ve Aslan, A. E. (2001). Sözel, yazılı ve diğer materyaller için içerik analizi ve uygulama örnekleri. Epsilon Yayıncılık.
45. Valerio, W. H. ve Freeman, N. K. (2009). Pre-service teachers’ perceptions of early childhood music teaching experiences. Bulletin of the Council for Research in Music Education, 181, 51-69. https://doi.org/10.2307/40319227
46. Wallace, S. D. ve Harwood, J. (2018). Associations between shared musical engagement and parent-child relational quality: The mediating roles of ınterpersonal coordination and empathy. Journal of Family Communication, 18(3), 202-216. https://doi.org/10.1080/15267431.2018.1466783
47. Williams, K. E., Barrett, M. S., Welch, G. F., Abad, V. ve Broughton, M. (2015). Associations between early shared music activities in the home and later child outcomes: Findings from the Longitudinal Study of Australian Children. Early Childhood Research Quarterly, 31, 113-124. https://doi.org/10.1016/j.ecresq.2015.01.004
48. Yıldırım, A. ve Şimşek, H. (2021). Sosyal bilimlerde nitel araştırma yöntemleri. Seçkin Yayıncılık.
49. Young, S., Street, A. ve Davies, E. (2007). The music one-to-one project: Developing approaches to music with parents and under-two-year-olds. European Early Childhood Education Research Journal, 15(2), 253-267. https://doi.org/10.1080/13502930701321675
50. Zdzinski, S. F. (1992). Relationships among parental involvement, music aptitude, and musical achievement of instrumental music students. Journal of Research in Music Education, 40, 114-125. https://doi.org/10.2307/3345561
51. Zdzinski, S. F. (1996). Parental involvement, selected student attributes, and learning outcomes in instrumental music. Journal of Research in Music Education, 44, 34-48. https://doi.org/10.2307/3345412
52. Zelenkovska Leshkova, S. ve Islam, A. (2017). Evaluation of music education: Musical competences and self-confidence in teaching. LUMEN Proceedings, 1, 413-423. https://doi.org/10.18662/lumproc.rsacvp2017.38