Öğrencilerin Türk Müziği Makamlarına ve Usullerine İlişkin Özyeterlik Algıları

Abstract

This study examines both self-efficacy perceptions among undergraduate students taking Turkish Music Theory classes with regard to the knowledge and skills of maqams and students' competence in identifying maqams. It is important to identify the self-efficacy perceptions among students regarding maqams and usuls of Turkish Music so that it will be revealed how successful and competent the individuals consider themselves in those subjects; it is also significant to assess students' competence to identify maqams by listening so that their level of competence in listening will be distinguished. This study was carried out in descriptive survey design; the scale and listening test prepared by the researcher were used as a data collection tool. The study group consists of 104 persons selected by criterion sampling method. Quantitative data of the research were analyzed by means of SPSS Statistics 15 software, and qualitative data were analyzed by content analysis. It has been revealed by the study that the participants are the least competent in field of maqams and usuls in Turkish Music, and they feel themselves least competent in identifying 'big usuls' and 'knowing maqamsgeçkis by hearing'; whereas, they feel themselves most competent in topic is 'performing'.

Investigation of Professional Music Education Students’ Attitudes and Self-Efficacy Perceptions Towards Modal Hearing in Terms of Various Variables

“…Başuğur (2016) states that students who receive music education perceive the modes in the Turkish music repertoire more easily and that repertoire training is important in perceiving a mode. In a study conducted by Avcı Akbel (2021) with undergraduate students taking Turkish music theory courses, it was determined that participants felt the most competent while performing and felt most incompetent while identifying mode and transitions by listening. In institutions that provide professional music education, modal hearing exercises are generally tried to be provided in courses that include Turkish music theory and repertoire, rather than musical hearing courses, and they are generally not given on a systematic basis such as western musical hearing education.…”