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

Year 2024, Volume: 9 Issue: 1, 99 - 122, 30.06.2024

İlknur Özal Göncü , Yunus Yapalı

https://doi.org/10.31811/ojomus.1440772

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

Ethical Statement

Bu çalışma, "Yükseköğretim Kurumları Bilimsel Araştırma ve Yayın Etiği Yönergesi"ne uygun olarak yürütülmüştür ve söz konusu yönergenin "Bilimsel Araştırma ve Yayın Etiğine Aykırı Davranışlar" başlıklı ikinci bölümünde belirtilen herhangi bir etik ihlal meydana gelmemiştir. Araştırma, insanlar veya hayvanlar üzerinde deneysel bir işlem içermediği için etik kurul izni gerektirmemektedir.

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

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