Opinions of lecturers in music education department about assessment and evaluation of the violin and viola exams

Year 2023, , 289 - 307, 30.06.2023

Önder Mustul , Yakup Aksoy

https://doi.org/10.12975/rastmd.20231127

Cited By: 1

Abstract

Trying to obtain reliable models for the assessment of instrumental performance in music education, which is a dimension of education, involves various challenges. The difficulties during the assessment become more complex, especially in instruments such as violin and viola, which require a large number of skills. The aim of this study is to determine how the assessment-evaluation process is carried out in violin and viola final exams in Music Education Departments in Turkey. The research is a qualitative study designed with a case study design. The study group consists of 22 lecturers conducting violin and viola courses in music education departments in 16 different universities in Turkey in the academic year 2022- 2023. The data collected through a semi-structured interview form were analyzed using descriptive and content analysis techniques. As a result of the study, it was seen that the participants mostly evaluated the students in the final exams with a commission consisting of string instruments instructors, however, a considerable number of instructors evaluated the students only by themselves. Most of the participants stated that they evaluated the students in the final exams on criteria such as violin viola grip, bow grip, application of bowing techniques, playing monophonic etudes, playing works or parts of works, musicality, physical setup, scale playing and arpeggio playing. The results that proper physical setup, proper violin viola grip and bow grip prevent physical problems, improve technical skills, contribute to correct intonation and increase tone quality are predominantly noticeable. It has been determined that playing scales and arpeggios creates a preliminary preparation for the etudes and pieces to be played by the student, applying different bowing techniques shows the level of the student, playing monophonic etudes provides technical gains and playing duophonic etudes contributes to intonation. It was concluded that playing a piece or part of a piece contributes to musicality, and playing with piano accompaniment enables the piece to be played in intonation, tempo and integrity by recognising its original form. In addition to these evaluation criteria mentioned by the participants, it was stated that students should be evaluated in terms of performance during the semester, attitude towards the exam, vocalization of maqam melodies, attendance to the lesson and awareness of the repertoire played in the exam.

Keywords

assessment and evaluation, music education, music education curriculum, instrument education, viola exam, violin exam

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