Güzel Sanatlar Lisesi Müzik Bölümü Öğrencilerinin ''Türk Halk Müziği'' Kavramına İlişkin Algıları

Abstract

The main purpose of this study was to reveal the perceptions of Fine Arts High School Music Students' perceptions regarding the concept of 'Turkish Folk Music' through metaphors. The research data was collected from 108 students who were studying at Antalya Fine Arts High School, in the autumn semester of 2016-2017 school year. In order to reveal the mental imagery that the students had about the concept of Turkish folk music, they were asked to fill the blanks in the given sentence: ''Turkish Folk music is like.......; because it's ....''. The data was analyzed according to content analysis technique which is used in general qualitative research methods. According to findings of study, Fine Arts High School music students produced 75 valid and different metaphors. These metaphors were grouped under eight categories which were reflected the students' perceptions about Turkish Folk Music. These were ordered from the most to the least; 1) ''its' effects on emotions'', 2) ''it addresses the preferences'', 3) ''its' role on national unity and integration'', 4) ''its' role on education'', 5) ''its' role on representation of phenomena'', 6) ''it 's theory'', 7) ''its' need to be protected'', 8) ''its' connectivity with past''. Antalya Fine Arts High School students' perception of Turkish Folk Music was examined it was seen that this music was the priority of the role of representing emotions and presenting facts. Only few students were perceived Turkish Folk Music as a tool that links the past to the present time and music was mentioned as valuable, pure and natural. Few students perceived the theory of folk music as complicated. Perceptions of students on the unifying aspect of Turkısh Folk Music were weaker. These results are thought to be important for Turkish Folk Music trainers and Turkish folk musicians.

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“…In recent years, research has been carried out with participant groups in different fields and with different characteristics, that word association tests are used as the main data collection tool. Some of these can be listed as follows : Aykaç, Bilgin, and Bacakoğlu (2016), regarding the concepts related to drama; Ünal and Er (2017), regarding abstract concepts within the scope of social studies course; Gerekten (2018), on the concept of authority; Balbağ and Kaya (2019) and Çetin and Ünsal (2019) regarding the values; Atabek Yiğit and Balkan Kıyıcı (2019), regarding the concept of teacher; Alaca, Yaman, and Nas (2020), regarding concepts that represent certain life skills; Nacaroğlu and Kızkapan (2021), conducted studies on the concepts of knowledge and learning and Özaydın (2022), studies on the concept of a chorus. In terms of art and aesthetics, Karip (2019) and Özalp (2020) studied visual arts teacher candidates' perceptions of the concept of aesthetics.…”

Determining the Perceptions of Fine Arts High School Music Department Students About the Concept of Instrument Training Through the Word Association Test

“…Therefore, new studies can offer different perspectives and alternative ways to the field of music education. Gerekten (2018) stated that by using the word association test (WAT) in the field of music education, students' cognitive structure was revealed and misconceptions were identified. In addition, the concept of "piano instrument" of primary school students taking piano lessons (İlhan, 2020), the concept of "choir" of music teacher candidates (Özaydın, 2022), the concept of "music lesson" of classroom teachers (Koca, 2019), the concept of "music teacher" of secondary and high school students (Kurtarslan et al, 2018), There are studies on topics such as primary school students' concept of "note" (Kurtaslan, 2018), music teacher candidates' concept of "makam" (Gerekten, 2018), high school students' concept of "music genre" (Özer, 2020), music teacher candidates' concept of "voice education" (Özaydın, 2020).…”