SES EĞİTİMİNDE DİYAFRAM FARKINDALIĞI: NEFES YÖNETİMİ, BEDEN ALGISI VE DUYGUSAL DÜZENLEME SÜREÇLERİNİN İNCELENMESİ

Yıl 2025, Cilt: 11 Sayı: 2, 473 - 484

Müslüm Akdemir

https://doi.org/10.22252/ijca.1832992

Öz

Bu araştırmanın amacı, ses eğitimi alan öğrencilerde diyafram farkındalığının ses üretimi, nefes yönetimi, beden kullanımı ve duygusal düzenleme süreçlerine etkisini nitel bir bakış açısıyla incelemektir. Ses eğitimi, bedensel ve psikolojik süreçlerin eşzamanlı işlediği bütüncül bir alan olduğundan diyaframın işlevinin doğru anlaşılması, nefes akışının yönetilmesi ve bedensel farkındalığın geliştirilmesi şan pedagojisinin temel bileşenlerini oluşturmaktadır. Araştırma, fenomenolojik desen kapsamında yürütülmüş; konservatuvar öğrencileriyle yapılan yarı yapılandırılmış görüşmeler ve gözlem notları tematik analiz yöntemiyle değerlendirilmiştir. Bulgular, öğrencilerin diyaframı kavramsallaştırmada belirgin belirsizlikler yaşadığını, beden farkındalığı arttıkça nefes yönetiminin daha işlevsel hâle geldiğini ve öğretim yaklaşımları arasındaki tutarsızlıkların kavramsal karışıklığa neden olduğunu göstermektedir. Ayrıca performans kaygısının diyafram kullanımını olumsuz etkilediği görülmüştür. Sonuçlar, diyafram eğitiminin fizyolojik, pedagojik, kinestetik ve duygusal boyutlarıyla birlikte ele alınması gerektiğini ortaya koymaktadır.

Anahtar Kelimeler

Diyafram Farkındalığı , Ses Eğitimi , Nefes Yönetimi , Beden Farkındalığı , Performans Kaygısı.

DİAPHRAGM AWARENESS İN VOİCE TRAİNİNG: AN EXAMİNATİON OF BREATH MANAGEMENT, BODY PERCEPTİON, AND EMOTİONAL REGULATİON PROCESSES

Öz

The aim of this study is to examine how diaphragm awareness influences sound production, breath management, body use, and emotional regulation in voice students. Voice training involves simultaneous bodily and psychological processes; therefore, accurately understanding the diaphragm, managing breath flow, and developing bodily awareness are essential components of vocal pedagogy. The research was conducted within a phenomenological design, and data from semi-structured interviews and observations were analyzed through thematic analysis. Findings show that students experience conceptual uncertainties about the diaphragm, that breath management becomes more effective with increased bodily awareness, that inconsistencies in instructional approaches contribute to confusion, and that performance anxiety directly influences diaphragm use. The results emphasize that diaphragm training should be addressed not only physiologically but also through pedagogical clarity, kinesthetic awareness, and emotional regulation. The study offers recommendations for integrating somatic approaches and strengthening breath-based support strategies in vocal pedagogy.

Anahtar Kelimeler

Diaphragm Awareness , Voice Training , Breath Management , Body Awareness , Performance Anxiety.

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