This study investigates the implementation of virtual choir recordings in a choir class during distance learning. In this particular study, a virtual choir is defined to be a computer-generated sound recording that emulates a realistic choir sound. Students (n=21) practiced their parts using virtual choir recordings for a period of eight weeks; each student received a recording that excluded his/her own part but included the rest of the parts. After eight weeks of progressive study, students recorded their own voices on top of the virtual choir recordings and submitted them as final projects. Student opinions regarding the virtual choir recordings were obtained through a 12-question survey. In addition, two experts evaluated the final submissions turned in by the students. The data suggests that virtual choir recordings can be helpful to students with efficiency of practice and can provide a suitable audio environment to foster conscious-listening, accurate intonation and perception of pacing. Improvements are suggested to make the virtual choir recordings also more encouraging of musicality, highlighting its future potential not only as a reliable distance education tool, but also as a supplementary device for real-life choir classes, when in-person learning resumes.   Keywords: music education, distance learning, choir, virtual choir, music technology

No abstract

Social development can be defined as the adaptation process of persons to the society in which they live. The children learning the rules and value norms accepted by the society and live in harmony with the community is in parallel with the positive development of education of the child. Creative drama education plays an important role on development of behaviours with social content such as distinguishing social behaviours, reducing negative and noncompliant behaviours, entering into good relations with peers and establishing themselves in the community. The research was performed by offering creative drama-based education to a group of 14 elementary school students between the ages of 7 and 12 for 22 hours. During the education activity, single group preliminary test-final test model, one of experimental research designs, was used as method in order to be able to measure the impact on social development of students. The data were collected with personal information from using Scale for Developing Social Skills (SBDO) which was devised by Akcamete and Avcioglu (2005). As a result, it was detected from the general outlook of social skills evaluation scale of students included in the study that there was statistically significant difference between scores obtained before and after education, and that the scores obtained by students from the scale as a whole after education showed statistically significant increase.

With this study, it was aimed to analyze the content of the studies in the field of Preschool Music Education. Content analysis method was used together with the source surveying method in the research. The sample of the study consists of 86 articles archived between 1997 and 2017. Detailed investigations were made in the research and the data were grouped. In the studies that could be accessed, the articles were examined according to their types, database, country where the study was conducted, the date of publication, the number of sources used, the sample and data collection method used, and the results obtained were interpreted. Keywords: Preschool, music education, Preschool music education, content analysis.

<p><strong>Abstract</strong></p><p>Compared to a child who plays basic games, it is seen that children who play exploratory games develop further. Social development is a process with wide spectrum which extends from babyhood to old age. Creative drama activities provide opportunities for thinking critically, learning, social interaction skills, social development and social change and allows for the development of skills within group. For this reason, creative drama is believed to be the most important tool to be used in the supporting of social skill development of children in early childhood with its game-like processes, child-centred construct, urging the child to imagine and providing freedom to the child within certain limits, as well as its employment of games as sub-dimension. In the study, single group pre-test / post-test model which is an experimental research pattern was used in order to identify the impact of creative drama education on social skills of students. Prior to the data collection process permission was granted from the parents and Hasan Avcıoğlu’s Social Skills Evaluation Scale for 4-6 Age groups was used for data collection. The study involved in total 22 children from ages 4 and 5 with equal number of children within each group. Within the framework of social skills evaluation scale, 13 creative drama workshops were prepared each of which were 55 minutes long and the opinion of a field expert was sought. When the scores obtained from the research by the students are examined, it is seen that the mean score from the entire scale before training was 3,41±0,57 whereas the mean score after training increased to 3,68±0,72. It was found out that the difference between the scores obtained by children covered in the study before and after the training was statistically significant (p&lt;0,05). These findings suggest that the study had significantly positive impact on the creative drama-based social skill education and social skill development of children, especially in terms of peer pressure, self-expression, listening and task-completion skills.</p><p> </p><p><strong>Öz</strong></p><p>Yapılandırılmış, merak uyandıran, yeni deneyimleri deneyimleme fırsatı sunan oyunlar, çocukların merak duygusunu canlı tutmakla beraber, gelişimsel açıdan da onları daha ileriye taşır. Düşünme, sorgulama problem çözme gibi davranışları desteklerken, bilişsel ve sosyal açıdan da çocukları aktif hale getirir. Sosyalleşme doğum anından itibaren hayatın içerisine giren ve ömür boyu devam eden bir süreçtir. Bu nedenle her yaş ve koşulda sosyal becerilerin desteklenmesi oldukça önemlidir. Sosyalliğe ilk adım aile ile başlamakta; ardından okulöncesi eğitimle başka bir boyut kazanmaktadır.Yaratıcı drama etkinlikleri, eleştirel düşünme, sosyal etkileşim becerilerini öğrenme, sosyal değişim ve sosyal gelişme katkı koyarak grup içerisinde kişilerin becerilerin geliştirilmesini sağlamaktadır.  Bu nedenle yaratıcı drama; oyunsu süreçleri, çocuğu merkeze alarak yapılandrılması, çocuğu hayal kurmaya ve belirli sınırlar içerisinde özgürlüğün çocuğun elinde olması bunun yanı sıra alt boyutu olarak oyunun kullanılması erken çocukluk dönemindeki çocukların sosyal beceri gelişiminin desteklenmesinde kullanılabilecek en önemli araç olduğu düşünülmektedir. Araştırmada yaratıcı drama eğitiminin çocukların sosyal becerilerine etkisini   tespit etmek amacıyla deneysel araştırma desenleriden tek grupla uygulanan ön test-son test modeli kullanılmıştır. Güzelyurt bölgesinde yer alan özel okulöncesi eğitim merkezine devam eden 4-6 yaş arası çocukların ailelerinden okul yönetimi adına izin alınarak Hasan Avcıoğlu’nun 4-6 yaş Sosyal Beceri Değerlendirme Ölçeği uygulanmıştır. Ölçeğin genel çerçevesinde her biri 55 dakikalık 4 yaş grubundan 11, 5 yaş grubudan 11 çocuk olmak üzere toplam 22 çocuk için 13 yaratıcı drama atölyesi hazırlanmış ve alan uzmanının görüşü alınmıştır. Araştırma kapsamına alınan çocukların Sosyal Becerileri Değerlendirme Ölçeği genelinden aldıkları puanlar incelendiğinde, çocukların ölçek genelinden eğitim öncesi puan ortalaması 3,41±0,57 iken, eğitim sonrası ortalama puan 3,68±0,72’ye çıkmıştır. Araştırmaya katılan çocukların ölçek genelinden eğitim öncesi ve eğitim sonrası elde ettikleri puanlar arasındaki fark istatistiksel olarak anlamlı bulunmuştur (p&lt;0,05). Yapılan çalımanın yaratıcı drama temelli sosyal beceri eğitimini; çocukların sosyal beceri gelişimlerini, özellikle akran baskısı, kendini ifade edebilme, dinleme ve görevleri tamamlama becerilerinde önemli derecede olumlu yönde etkilediği görülmüştür.</p>