Musical preference and music education: Musical preferences of Turkish university students and their levels in genre identification

Gürgen, Elif Tekin

doi:10.1177/0255761415619390

Cited by 15 publications

(23 citation statements)

References 28 publications

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“…Colley (2008) confirmed the greater liking of heavier contemporary music among men while women preferred chart pop music. Gurgen (2016) found that Turkish female students preferred jazz, latin, reggae and western music, while male students preferred the excerpts of rock and metal music.…”

Section: Discussionmentioning

confidence: 98%

Gender Differences in Musical Taste: The Mediating Role of Functions of Music

Dobrota

Ercegovac

Habe

2019

Drustvena istrazivanja

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Section: Discussionmentioning

confidence: 98%

Gender Differences in Musical Taste: The Mediating Role of Functions of Music

Dobrota

Ercegovac

Habe

2019

Drustvena istrazivanja

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“…In combination with its evanescent nature it is sometimes difficult to grasp the music's meaning and to translate one's understanding of the music into adequate musical intentions that shape musical interaction. Therefore, music teachers often rely on verbal explanations, using for example structural analysis and metaphors (Meissner 2016;Schippers 2006). And yet, musical interaction is at the same time a very physical experience (Bresler 2004;Leman 2007;Leman and Nijs 2016).…”

Section: Making the Abstract Concretementioning

confidence: 99%

Dalcroze meets technology: integrating music, movement and visuals with the Music Paint Machine

Nijs

2017

Music Education Research

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New interactive music educational technologies are often seen as a 'force of change', introducing new approaches that address the shortcomings (e.g. score-based, teacher-centred and disembodied) of the so-called traditional teaching approaches. And yet, despite the growing belief in their educational potential, these new technologies have been problematised with regard to their design, reception, implementation and evaluation. A possible way to optimise the realisation of the educational potential of interactive music educational technologies is to connect their use to music educational approaches that stood the test of time and as such may inspire technologies to become a bridge between tradition and innovation. This article describes an educational technology (the Music Paint Machine) that integrates the creative use of movement and visualisation to support instrumental music teaching and learning. Next, it connects this application to such an established music educational method, the Dalcroze approach. Through the lens of a set of interconnected aspects, it is shown how the Music Paint Machine's conceptual design aligns to the underlying principles of this approach. In this way, it is argued that integrating Dalcroze-inspired practices is a plausible way of realising the didactic potential of the system. An appendix with example exercises is provided.

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“…Music listening frequency scale developed by Gürgen (2015) was used to determine the musical genres listened by students. The question "what kind of music do you listen?"…”

Section: Data Collection Toolsmentioning

confidence: 99%

Music listening situations and musical preference of the students at the faculty of fine arts in everyday life: a case of dokuz eylul university

Gürgen¹

2016

HIG

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The purpose of the study is to reveal the music listening situation of the students at the Faculty of Fine Arts of Dokuz Eylül University, the music genres that they listen to and the relationship between them. It is also investigated whether the music listening situation determines the music training of the students or also makes significant difference among students according to their genders. The music listening situation scale developed as five-point Likert type and the frequency of listening to music scales were used as for data collection tools. The findings revealed that the majority of the students prefer listening to music at home and public transport. The least preferred situations for listening to music are when they are with their families and whilst reading book/newspaper/magazines. The results suggested that the most preferred genres are Rock and Blues which are closely followed by Jazz and Western Classical Music. The least preferred genres are Turkish Arabesque Music, Rap and Turkish Folk Music. It is determined that the students' music listening situation has shown significant differences according to the musical training, gender and musical genres.

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Musical preference and music education: Musical preferences of Turkish university students and their levels in genre identification

Cited by 15 publications

References 28 publications

Gender Differences in Musical Taste: The Mediating Role of Functions of Music

Gender Differences in Musical Taste: The Mediating Role of Functions of Music

Dalcroze meets technology: integrating music, movement and visuals with the Music Paint Machine

Music listening situations and musical preference of the students at the faculty of fine arts in everyday life: a case of dokuz eylul university

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