The current study investigated the practices available to develop psycho-motor skills within the context of 8 th grade music courses offered at the secondary school level in the Turkish Republic of North Cyprus (TRNC). The central research question focused on exploring how effectively psycho-motor skills-based activities were conducted in 8 th grade music classrooms to meet the goals set by the music curriculum, and included three subquestions: (a) What psycho-motor activities are applied in 8 th grade music lessons?, (b) What are music teachers' views of the psycho-motor activities applied in 8 th grade music lessons?, and (c) What difficulties are experienced by music teachers regarding the application of psycho-motor activities in music lessons? The research examined music teachers' views regarding activities used to develop psychomotor skills to answer these three subquestions. Qualitative data were collected by conducting semistructured interviews with 15 music teachers, and data were analyzed through content analysis. Findings revealed that activities for developing psycho-motor skills were designed and used randomly based on music teachers' preferences and hence were not applied at a required level in an efficient way. Participants indicated that these problems were due to a lack of instructional materials and instruments, lack of appropriate music classrooms, lack of supervision and in-service training, and the negative attitude of both families and students towards music lessons. Based on the findings curriculum revisions and suggestions regarding how to develop psycho-motor skills through musical activities are proposed, and the importance of producing a realistic curriculum is emphasized.

The purpose of this research is to examine the effects of music classes conducted with the Kodály approach on the musical development of students. The research was carried out with the mixed method embedded design. The quantitative dimension of the research was carried out with the pre-test post-test control group experimental design, whereas, the case study comprises the qualitative dimension. The study group consisted of 24 experimental and 21 control group students. A lesson observation form, an aural skills test and an interview form were used to collect data in the study. The quantitative data was analyzed with SPSS 24.0, whereas the qualitative data was analyzed using the content analysis method. It was determined that the experimental group students were more successful than the control group students in their musical, rhythmic and melodic knowledge and skills. In addition, it is understood that the students found the classes conducted with the Kodály approach entertaining and instructive, and that the education in these classes was more comprehensible and more lasting with the use of Turkish Cypriot folk songs as a tool in music education in Northern Cypriot schools.

Araştırmada müzik öğretmeni yetiştiren kurumlardaki öğretim elemanlarının Kodály yaklaşımı ve uygulamaları ile ilgili görüşlerinin belirlenmesi amaçlanmıştır. Araştırma, nitel bir araştırma olup, durum çalışması desenlerinden Bütüncül Tek Durum Deseni kullanılarak gerçekleştirilmiştir. Araştırmanın çalışma grubu, Kuzey Kıbrıs ve Türkiye’deki 28 üniversitenin Müzik Öğretmenliği Bölümlerinde görev yapan ve Kodály yaklaşımı ile ilgili ders veren 5’i Kuzey Kıbrıs, 8’i Türkiye’den toplam 13 öğretim elemanıdır. Araştırmada veri toplama aracı olarak, araştırmacılar tarafından hazırlanan yarı yapılandırılmış görüşme formu kullanılmıştır. Görüşme formundaki sorular beş bölümden ve 21 sorudan oluşmaktadır. Katılımcılardan elde edilen veriler ise nitel veri analizi yöntemlerinden içerik analizi yöntemi kullanılarak analiz edilmiştir. Araştırma sonucunda, öğretim elemanlarının Kodály yaklaşımı ile ilgili yürüttükleri dersler için kendilerini geliştirdikleri ve Kodály yaklaşımı ve uygulamalarına derslerinde yer verdikleri anlaşılmaktadır. Ayrıca katılımcı görüşleri ile Kodály yaklaşımının ülkemiz müzik eğitimi içerisinde kullanılmaya uygun ve gerekli bulunduğu, Kodály felsefesi ve öğretim materyalleri kullanılarak bu yaklaşımının ülkemiz müzik eğitimine adapte edilmesi gerektiği anlaşılmaktadır.

This study aims to determine the situation by examining the opinions of 8th-grade students about psycho-motor activities used within the scope of 8th-grade music lessons. Semi-structured interview technique was used as a qualitative method in the research. With this method, data were collected by conducting one-on-one interviews with 8th-grade students. The study was conducted with forty-four 8th-grade students. The obtained data were analyzed by making content analysis. According to the findings obtained from the interviews; It is understood that the psycho-motor activities used in schools are mostly similar, but there are problems in the implementation process, the activities cannot be used effectively and efficiently, and music lesson activities are not given enough importance due to the problems arising from the deficiencies in the material and learning environment. From the students' opinions, it is understood that the theoretical parts of the music lessons are long and the lessons conducted in this way are boring. Based on the students' opinions, it is understood that the singing activity is the most used psycho-motor activity, but this activity is not used to improve the musical knowledge and skills taught in the lessons, but to increase the students' interest in the lessons. It is understood that rhythm exercises, body percussion and instrument playing activities are less involved in music lessons than singing activities.