Müzik Öğretmeni Adaylarının Problem Çözme Becerilerinin Piyano Dersinde Karşılaştıkları Sorunların Çözümüne Olan Etkilerinin İncelenmesi

Güven, Elif

doi:10.17240/aibuefd.2017.17.30227-326595

Cited by 2 publications

(3 citation statements)

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“…The present study did not find any significant differences on the overall scale and in its sub-scales based on gender. The study of Güven (2017) with ten students revealed no significant differences on the overall scale, approach-avoidance style subscale, and personal control subscale. However, there was a significant difference in the problem-solving confidence subscale in favor of the male students.…”

Section: Discussionmentioning

confidence: 81%

Investigating Problem-Solving Skills of Students Having Professional Music Training in Terms of Multiple Variables

Afacan¹,

Erdem²

2022

INT J EDUC METHODOL

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<p style="text-align: justify;">The present study aims to investigate the problem-solving skills of the students getting professional music training. For this study, the problem-solving inventory was administered to participants from two different universities in Turkey. Participants’ problem-solving skills were assessed in relation to the overall inventory and subscales, and the differences based on grade level, gender, and universities were examined using Statistical Package for the Social Sciences (SPSS). Results revealed that participants occasionally used their problem-solving skills, rarely felt confident in their problem-solving skills, and occasionally performed the behaviors in the subscales of approach-avoidance and personal control. The grade level differentiated music students’ problem-solving skills in the overall scale and approach-avoidance subscale. It is also found that there are no significant differences in students’ problem-solving skills based on gender. However, the participants’ universities led to significant differences in the approach-avoidance subscale. The results were discussed considering the literature, and the recommendations were suggested due to the results.</p>

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Section: Discussionmentioning

confidence: 81%

Investigating Problem-Solving Skills of Students Having Professional Music Training in Terms of Multiple Variables

Afacan¹,

Erdem²

2022

INT J EDUC METHODOL

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“…Because the students focused on the option of playing the piece from beginning to end during the synthesis stage and because they did not use different problem-solving options, they lost time and could not solve the musical problem they encountered. Similarly, Güven (2017) stated that the problem-solving skills of music students are low; the most common problems students encounter are technical problems and problems related to tempo. He also stated that he had no problem in defining the problem, but had difficulties in solving it, by expressing the problems they encountered during the piano practice.…”

Section: Discussionmentioning

confidence: 99%

“…Musical problem-solving skills are discussed in study areas such as the study of problem-solving in musical instruments study (McAdams, 2004), the examination of problem-solving and self-regulated learning strategies in musical instruments study (Nielsen, 2001) and the development of problemsolving skills in melodic improvisation (Abdullah et al, 2021). In addition, the problem-solving skills of music students are low (Güven, 2017;Küçük, 2012); problem-solving skills in music education do not differ according to gender (Çevik, 2011;Otacıoğlu, 2008); and the problem-solving skills of music students affect self-confidence and musical instruments success (Otacıoğlu, 2008); it has been investigated in various studies that there is no significant relationship between academic achievement in piano lessons and problem-solving skills (Güven, 2017) and that there is a high level of positive relationship between communication skills and problem-solving skills' sub-dimensions of music students (Küçük, 2012).…”

Section: Related Researchmentioning

confidence: 99%

Musical problem-solving skills of music education students: An evaluation on performance

Yüksel

Babacan²,

Babacan³

et al. 2022

CJES

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This research was conducted to examine the musical problem-solving skills of music education students during the process of studying a new piece of music. The correlational survey model was used to determine the musical problem-solving level of the students and the relationship between problem definition and resolution levels. The criterion sampling method was used to determine the participants of the study (i.e., 14 flute students from the department of music education). To collect the data, an observation form consisting of definition, synthesis and analysis steps, selected by the researchers for the basic musical problems of musical instruments education, consisting of tonality, articulation, nuance, tempo, interval and rhythmic patterns content, was used by using the 'Bridge Model' developed by Adair. Observation took place in three steps. Problem identification was the first step in solving a musical problem, which was to detect the existence of the problem, and students identified all other problems except for the nuance. In the synthesis step, we determined which of the options the students used to solve the problem she or he defined. Instead of using specific solutions to the problems, the students mostly preferred the option of playing the piece from beginning to end. In the analysis step of the musical problem, while the students were playing the musical piece from beginning to end, the results of the problems studied for the solution were evaluated. It was determined that the students did not have any problems with the tonality and rhythm of the work, but had difficulties in the analysis of articulation, interval and nuance. In addition, it was determined that there was a positive significant relationship between the students’ levels of defining and solving musical problems. According to the general results, students are able to define the problem, but cannot apply different approaches to how to solve the problem in the synthesis and solution stages. This research is limited to determine the situation of that based on individual practice performance on a single instrument. For this reason, future research can provide a detailed perspective on the cause of the problem by considering different instrument performances supported by student and teacher opinions. Keywords: Instrument training, musical problem-solving, study process, problem-solving skills.

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Müzik Öğretmeni Adaylarının Problem Çözme Becerilerinin Piyano Dersinde Karşılaştıkları Sorunların Çözümüne Olan Etkilerinin İncelenmesi

Cited by 2 publications

References 1 publication

Investigating Problem-Solving Skills of Students Having Professional Music Training in Terms of Multiple Variables

Investigating Problem-Solving Skills of Students Having Professional Music Training in Terms of Multiple Variables

Musical problem-solving skills of music education students: An evaluation on performance

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