This study aims to determine educational philosophy adopted by music teacher candidates and to examine in terms of different variables. The sample for the study consist of music teacher candidates who were enrolled in Muğla Sıtkı Koçman University Faculty of Education, Department of Music Teaching in 2015-2016 academic year. For the data collection, "Philosophy Preference Assessment Scale" by Wiles and Bondi (1993), which was adapted to Turkish by Doğanay and Sarı (2003), is used in order to determine music teacher candidates'' educational philosophies . "Personal Information Form", developed by the researcher, is used in order to collect data about the demographics of the music teacher candidates. The data obtained were analyzed by using SPSS program and percentage, standard deviation, mean "Single Factor ANOVA" and the "Independent Group t Test" statistics were run. The results showed that "experimentalism" was the most widely adopted by music teacher candidates. Additionally, a significant difference was found between type of school and "perennialism" sub-factor. However, a statistically significant difference was not found between gender and class variables.

This study aims to determine the effect of metacognitive strategies-based teaching practice in guitar education on preservice music teachers’ performance achievement. Preservice music teachers ( n = 20) who were enrolled in and in the process of attending the School Instruments III-Guitar course offered by the Department of Music Education, under the school of Fine Arts Education within the Educational Faculty of Muğla Sıtkı Koçman University in Turkey during the 2018–2019 academic year constituted the sample group of the study. The study was designed as an experimental study that included a randomized pretest–posttest control group. The results revealed that both the control group students with traditional current-based education and the experimental group students with metacognitive strategies-based teaching achieved improvement in their guitar performance. However, no significant difference was found between the teaching methods used because the study was carried out with a small group and therefore has a weak statistical power to detect an effect. The results further indicated that the metacognitive strategies-based teaching practice in guitar education, as an effective alternative to the traditional curriculum-based method, can be used to achieve improvement in preservice music teachers’ guitar performance.

In this study the strategy of organizing rhythmic structures through synthesis is named, and defined, and its procedures are described. Its effectiveness for teaching the execution of 3:2, 4:3, 8:3, 5:4, and 3:5 polyrhythmic structures is examined and described. Pre-test and Post-test Control Group Design was employed to test the effectiveness of the strategy of organizing rhythmic structures through synthesis. The participants of the study were undergraduate students (N = 18) in their second year of study at the Gaziosmanpaşa University Education Faculty's Music Education Department in the fall semester of the 2012-2013 academic year. The Polyrhythmic Tapping Test was used as a measuring instrument. Two tests were employed in this study. The Wilcoxon SignedRank Test was employed to analyze the pre-test and post-test data from both the experimental and control groups. The Mann Whitney U Test was used as a one-sided test to determine the variances (for the experimental and control groups) before the experiment and to determine the variances after the experiment. The results confirm that organizing rhythmic structures through synthesis is an effective way to learn how to perform 3:2, 4:3, 8:3, 5:4, and 3:5 polyrhythmic structures.

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The aim of this study is to evaluate the use of learning strategies in piano education in terms of opinions of piano educators and students. The study group of the study is composed of piano educators (n: 5) who are working in Muğla Sıtkı Koçman University Fine Arts Education-Music Education Department voluntarily participating in the research and the 4th grade students who take piano education in the Fall Semester of 2018-2019 Academic Year (n: 10).In this study, for the purpose of detailed and in-depth data collection, direct learning of individual perceptions and perspectives of participants, and to understand and explain the current situation qualitative research approach is used. In this framework, the research data is obtained by using semi-structured interview form which is formed by researchers and analyzed,descriptively. As a result of this study, it is determined that the instructors partially use learning strategies in piano education, and the great majority of the students do not use learning strategies, effectively.