EVRENSEL BİR DİLİN AKADEMİK İZLERİ: MÜZİK EĞİTİMİ MÜFREDATINA İLİŞKİN BİBLİYOMETRİK ANALİZLER

Öz

Bu çalışma, 1970 ile 2025 yılları arasında yayınlanan 133 makalenin bibliyometrik analizi yoluyla müzik müfredatı araştırmalarının gelişimini ve tematik eğilimlerini haritalandırmaktadır. Web of Science ve VOSviewer'dan elde edilen veriler kullanılarak yapılan analizde, yayın kalıpları, atıf etkisi, iş birliği ağları ve kavramsal yönelimler incelenmiştir. Sonuçlar, 2000'li yılların ortasından itibaren yayın sayısında bir artış olduğunu ve bu artışın 2018'den sonra zirveye ulaştığını göstermektedir. Yayın ve atıf sayısında Amerika Birleşik Devletleri ve Çin ön sıralardayken, iş birliği ağlarında Kanada, Kıbrıs ve Birleşik Krallık merkezi konumlarda yer almaktadır. Bazı kurumlar, tekil yayınlarla güçlü bağlantılar kurarak, izole katkıların etkisini göstermiştir. Yazar düzeyinde, Wai-Chung Ho ve Graham McPhail en etkili yazarlar olarak öne çıkarken, sürekli katkı sağlayan yazarların sayısı azdır. Önemli yayınlar arasında International Journal of Music Education, Music Education Research ve British Journal of Music Education bulunmaktadır. Tematik analiz, müfredat yenileme, kapsayıcılık ve popüler müziği öne çıkarırken, politika ve psikolojik perspektiflerin sınırlı bir şekilde ele alındığını göstermektedir.

Anahtar Kelimeler

• bibliyometrik analiz
• işbirliği ağları
• müzik eğitimi
• müzik müfredatı
• öğrenci merkezli öğrenme.

THE ACADEMIC TRACES OF A UNIVERSAL LANGUAGE: BIBLIOMETRIC ANALYSES ON MUSIC EDUCATION CURRICULA

Abstract

This study maps the development and thematic trends of music education curricula research through a bibliometric analysis of 133 articles published between 1970 and 2025. Using data from the Web of Science and VOSviewer, the analysis examined publication patterns, citation impact, collaboration networks, and conceptual orientations. Results show a surge in output since the mid-2000s, peaking after 2018. The United States and China lead in publications and citations, while Canada, Cyprus, and the United Kingdom occupy central positions in collaboration networks. Some institutions gained strong link strength from a single publication, highlighting the influence of isolated contributions. At the author level, Wai-Chung Ho and Graham McPhail emerged as the most influential, though few sustained contributors exist. Key outlets include the International Journal of Music Education, Music Education Research, and the British Journal of Music Education. Thematic analysis highlights curriculum renewal, inclusivity, and popular music, with limited exploration of policy and psychological perspectives.

Keywords

• bibliometric analysis
• collaboration networks
• music curriculum
• music education
• student-centred learning

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