Bu çalışmanın amacı, Özel Eğitim Bölümü Zihin Engelliler Öğretmenliği Anabilim Dalı mezunu özel eğitim öğretmenlerinin (ÖEÖ) pedagojik müzik terapi (PMT) tekniklerini tanımaları, PMT uygulamalarının özel gereksinimli çocukların eğitim/gelişim alanlarına yönelik etkisini deneyimlemeleri ve mesleki gelişimlerinde bir hareketlilik (mobilization) sürecinin başlatılmasıdır. Araştırmada elde edilen nicel veriler yorumlayıcı paradigmaya dayalı durum betimlemesi modeli ile aktarılmıştır. Araştırma verileri oluşturulan anket formu ile sağlanmış, daha güvenilir sonuçlara ulaşabilmek adına elli (n=50) ÖEÖ'ne yönelik uygulamalı özel eğitimde pedagojik müzik terapi semineri (ÖEPMTS) düzenlenmiştir. Elde edilen verilerle ÖEÖ'nin; özel eğitimde (ÖE) müzik terapiye bakış açıları, müzik temelli algıları, müzik temelli yeterlilikleri, sınıflarında müzik temelli uygulamalardan (MTU) yararlanma durumları ve bunları öğrencinin müzik dışı eğitim/gelişim alanlarına yönelik uygulayabilme durumları tespit edilmiştir. ÖEÖ'nin ÖEPMTS sonrası; ÖE'de müziğin müzik dışı pedagojik amaçlara yönelik terapötik etkisini gelişimsel bir boyutta deneyimledikleri, ÖE'e gereksinim duyan öğrencilerin müzik dışı gelişim alanlarına yönelik PMT unsurlarını ÖEÖ tarafından (pedagojik amaçlar doğrultusunda) kullanılabilirliğinin mümkün olduğu ve mesleki gelişimlerine katkı sağlandığı, alan üzerine mesleki motivasyonlarını arttırıcı eğitim süreçlerine ihtiyaç duydukları sonucuna ulaşılmıştır. Ancak uygulayıcı açısından sınırlı oranda müzik temelli yeterliliğe gereksinim duyan PMT unsurlarının, ÖEÖ tarafından hangi multidisipliner sınırlar dahilinde kullanılabileceği, bu araştırmada ileri araştırmalara yönelik bir yargı tümcesi olarak tespit edilmiştir.

No abstract

In this study, it is aimed to determine the songs and marches (anthems) composed for the August 30 Victory Day. This research is a thematic case study. The Harmony band repertoire, the Ministry of National Education music lesson library, school music books, and traditional and popular music genres were examined to obtain the data. As a result of the examination a limited number of compositions, which are thought to reflect the themes that can be included in the scope of August 30 Victory Day, have been reached. The compositions are mainly in the popular music genre. It has been determined as a result that the composers who gave works for the themes reflecting national unity and solidarity did not compose musical works within the framework of the 30 August Victory Day theme. In total 8 compositions were reached and 15 thematic words were extracted. It has been determined that these thematic words are used in 8 songs for 160 times in total.With this research it was thought that songs and marches with the theme of August 30 Victory Day must be composed more and take their place in the national celebrations and ceremonies. Because It is thought that more songs with the theme of victory is helping to remind future generations of their history and to feed national feelings up from the right foundations.

The field of special education for people with mental disabilities is a discipline that is constantly evolving and changing as well as being inclusive. Teachers working in this field are guiding the way as long as they improve their professional qualifications. Even if special education processes are under state guarantee, it is always a lifelong process that brings a financial obligation for families. Therefore, the field teachers should be a complementary element for the student in many areas such as development, change, education and rehabilitation. Music elements also find a prominent place among these complementary elements. However, the field teacher can only support this process on the basis of music to the extent that he/she realizes his/her own music-based competence professionally. In this direction, it was aimed to determine the music-based competencies of field teachers and their utilization of music elements in their lessons and the data were collected for this purpose. Because music is present in all areas of special education. However, it is not possible to employ a music professional for every special education institution. Therefore, the field teacher is expected to handle the process within the framework of inclusiveness. Within the framework of this idea, the study was conducted with 10 volunteer teachers who were reached during the 2021-2022 academic year. In order to obtain the data, 26 three-point Likert-type instructions were prepared and online interviews were conducted with each participant teacher. This study is a case study. The data were described on the axis of interpretive paradigm and categorized in the findings section. The validity and reliability of the instructions were ensured in line with the opinions of special education experts. As a result, it was found that the field teachers who participated in the study have music-based competence and consciously utilize music elements in their lessons. However, it was also seen that field teachers need music-based professional development. Therefore, it is an evident that they need professional development trainings on how to use music elements more effectively for non-musical purposes. It is essential to conduct this study with a group of more participants. Nevertheless, it is believed that the findings obtained have a quality that will pave the way for new researchers.