Extended flute techniques, which are frequently found in contemporary flute literature, carry the flute to a different dimension, pushing the boundaries of composers and performers. Although the number of pieces containing these techniques in the world has increased rapidly, along with Turkish flute repertoire, written Turkish sources about extended flute techniques are limited to theses and articles. In this research, the use of extended flute techniques in flute education programmes in Turkey was investigated. A survey method was used in the research, and 20 teaching staff members participated in the survey by answering the questionnaire. As a result of the research, it was determined that 18 teaching staff members included extended flute techniques in their flute education programmes, and 2 teaching staff members did not use these techniques in flute education, particularly because "the techniques and pieces do not accord with the levels of the students" and because of "the difficulty of the pieces". In the conclusion, the difficulties faced by the teaching staff during training in extended flute techniques are summarized, and the suggestions of the teaching staff are mentioned.

Çalgı eğitiminde amaçlanan davranışların kazanılmasını ve pekiştirilmesini sağlayan en temel materyaller olan metot kitaplar besteciler tarafından bestelenmiş etütlerden oluşmaktadır. Viyola metotları ile ilgili yapılmış araştırmalar incelendiğinde Rudolph Kreutzer'in etüt kitabının eğitmenler tarafından viyola eğitiminde sıklıkla kullanıldığı görülmektedir. Bu araştırmada viyola eğitiminde kullanılan R. Kreutzer'in viyola etüt kitabı hakkında öğretim elemanı görüşleri alınmıştır. Ayrıca viyola metodunda yer alan 17 numaralı etüdün analizi yapılarak teknik kümeler belirlenmiştir. Araştırmada Verlag&Eigenthum ve G. Ricordi&C., Milano edisyonlarından yararlanılmıştır. Belirlenen teknik kümelerin içerdiği zorluklardan ayrıntılı bahsedilmiş, bu zorlukların üstesinden gelinmesi için uzman görüşü yönlendirmeleriyle önerilerde bulunulmuştur. Bu sayede hem bu etüdün çalışılmasında hem de benzer teknik kümeleri barındıran çalışmalar için kaynak yaratılması amaçlanmıştır. Bu amaç doğrultusunda gerçekleştirilen çalışma nitel bir çalışmadır ve veriler çalışma grubunu oluşturan yedi viyola eğitimcisinden görüşme yöntemiyle elde edilmiştir. Elde edilen veriler ayrıntılı olarak içerik analizi yöntemiyle çözümlenmiştir. Görüşmeler sonucunda katılımcıların Kreutzer etüt kitabı ve 17 numaralı etüdü hakkında verdiği yanıtlardan düzey, etüt kitabı kazanımları, yeterlik, uyarlama olmasının etkisi, etüdün öğrenme-öğretme süreci etkililiği temalarında 20 kod elde edilmiştir. Etüdün teknik analizi sonucunda çeşitli teknik ve zorluklar barındıran 20 teknik küme belirlenmiştir. Araştırmada ayrıca belirlenen teknik kümelerin çalışılmasına yönelik katılımcı önerilerine yer verilmiştir.

Science and Art Centers (BILSEM) are state institutions in Turkey operating under the Ministry of National Education, which aim to ensure that gifted students in Turkey acquire a scientific study discipline and develop their creativity in line with their talents and interests. In these centers, there are three different special talent fields: music, visual arts and general talent. In this study, it was aimed to determine the views of music teachers working at Science and Art Centers (BILSEM), which are activity-based centers where gifted students in Turkey receive education, about the student diagnosis process of music field. Music teachers working at BILSEM in the city center and districts of Bursa participated in the study. The study is in the case study research design, one of the qualitative research methods. The data were obtained using a semi-structured interview form. The acquired data were analyzed using the directed content analysis method. In this direction, 5 themes and 34 codes were determined. In the study, most of the teachers stated that group (Tablet) scanning application for the student diagnosis process was not necessary for prospective music students, that the content and criteria of the questions related to aural skills and memory should be changed and that the content related to the field of musical awareness was insufficient and needed to be improved. In addition, the music teachers evaluated the conditions of the exam environment and expressed different opinions on the subject. At the end of the study, various suggestions were made on the subject in the light of the obtained data and evaluations. Key words: BILSEM, centers for gifted students, diagnosis, music course, gifted students

High Schools of Social Sciences are institutions which do not intend to provide resources for the Education of students as scientists in the fields of literature and Social sciences. Social Sciences High Schools providing education at the secondary level in Turkey are included in the grouping named “Educational İnstitutions İmplementing Special Programs and Projects (Project Schools)”. İn this study, it is aimed to determine the opinions of the students towards music who study in these schools that accept students with an exam and apply special programs. İn this study limited to the province of Bursa, a case study model, one of the qualitative research methods, was used. The study group of the research was formed with a total of 26 students, including 16 students from İnegöl Halil İnalcık High School of Social Sciences and 8 students from BTSO Ali Osman Sönmez High School of Social Sciences. The data were obtained by using a semi-structured interview form. The data obtained from the research were analysed by the consent analysis method. According to the results of research, it was concluded that they were talented in the field of listening and related to the subjects in the music lesson. İn addition to that, many participants mentioned the importance of the music class, as well as the meagre class duration. Among the expectations of the participants from the music lesson, learning to play an instrument is the first place. In the study, it was concluded that the students who chose the elective music course did not think about choosing music as a profession but wanted to continue as a hobby. In accordance with all these results, in addition to the recommendations made for the consent and processing of the music lesson, recommendations towards researchers were also made.

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