Beginner-Level Classical Guitar Students’ Perceptions of Learning Difficulties in Higher Music Education

Öz

Instrument education is a multidimensional learning domain in which technical, cognitive, psychomotor, and affective processes operate simultaneously. The structure of the classical guitar—requiring fine motor skills, timbral sensitivity, and right–left hand coordination—makes these challenges even more pronounced. Therefore, understanding how students perceive technical demands, which elements they find difficult, and the strategies they develop to cope with these difficulties is critical for beginner-level classical guitar education. The purpose of this study is to identify the views of beginning classical guitar students regarding the technical and musical difficulties they experience with the instrument. The study was conducted within the framework of a basic interpretive qualitative design. The participants consisted of eight classical guitar students enrolled in a professional music education program at a public university. Data were collected through a semi-structured interview form and analyzed thematically. Findings revealed four main themes characterizing students’ difficulty experiences during the classical guitar learning process: technical difficulties, musical difficulties, psychological difficulties, and difficulties related to practice habits. The results indicate that students’ classical guitar learning experiences are shaped by challenges not only in technical and musical domains but also in psychological processes and practice-related behaviors. These findings highlight the need for holistic instructional approaches in beginner guitar education that integrate technical and musical skills with affective and cognitive support, foster self-regulation, and strengthen individual practice processes.

Anahtar Kelimeler

• instrumental education
• classical guitar education
• perceived difficulties
• practice habits.

Mesleki Müzik Eğitimi Alan Başlangıç Düzeyindeki Klasik Gitar Öğrencilerinin Öğrenme Sürecine İlişkin Güçlük Algıları

Öz

Çalgı eğitimi; teknik, bilişsel, devinişsel ve duyuşsal süreçlerin bir arada işlediği çok boyutlu bir öğrenme alanıdır. Klasik gitarın ince motor beceriler, tını duyarlılığı ve sağ–sol el koordinasyonu gerektiren yapısı, bu güçlükleri daha da belirgin hâle getirmektedir. Bu nedenle öğrencilerin teknik gereklilikleri algılayış biçimlerini, zorlayıcı gördükleri unsurları ve bu zorluklarla başa çıkmak için geliştirdikleri stratejileri anlamak, başlangıç düzeyi klasik gitar eğitimi için kritik bir araştırma alanıdır. Bu araştırma temel düzeyde klasik gitar öğrenmekte olan öğrencilerin çalgıya ilişkin teknik ve müzikal zorluklara ilişkin görüşlerini belirlemektir. Araştırma nitel araştırma yöntemlerinden temel yorumlayıcı nitel desen çerçevesinde yürütülmüştür. Araştırmanın katılımcılarını bir devlet üniversitesinde mesleki müzik eğitimi almakta olan sekiz klasik gitar öğrencisi oluşturmaktadır. Araştırma verileri yarı yapılandırılmış görüşme formu ile toplanmış ve tematik olarak analiz edilmiştir. Araştırmada öğrencilerin klasik gitar çalma sürecinde yaşadıkları güçlük deneyimleri dört ana tema çerçevesinde şekillenmiştir. Bu temalar teknik güçlükler, müzikal güçlükler, psikolojik güçlükler ve çalışma alışkanlıklarına ilişkin güçlüklerdir. Araştırma sonuçları öğrencilerin klasik gitar öğrenme deneyimlerinin hem teknik ve müzikal boyutta hem de psikolojik ve çalışma alışkanlıklarına ilişkin boyutlarda güçlükler ile şekillendiğini ortaya koymuştur. Bu sonuçlar, başlangıç düzeyi gitar eğitiminde teknik ve müzikal becerilerin duyuşsal ve bilişsel destek unsurlarıyla bütünleştirildiği, öz-düzenlemeyi teşvik eden ve bireysel çalışma sürecini güçlendiren bütüncül öğretim yaklaşımlarına ihtiyaç olduğunu göstermektedir.

Anahtar Kelimeler

• Çalgı eğitimi
• klasik gitar eğitimi
• algılanan güçlükler
• çalışma alışkanlıkları.

Kaynakça

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