Quality Instrumental Education in Classroom Environment: Perspectives of Teachers and Academicians

Abstract

Instrument education is considered as a significant step in music education all over the world. Instrument education, which is conducted in direct proportion to the principle of progressivity and continuity, starting from a young age, has an important place in the general music education of our country. In this study, it was attempted to identify the requirements and indicators of quality instrument education in order to provide quality instrument training in music lessons offered within the scope of general education. In this study, in which the phenomenological approach, which is one of the qualitative research methods, was adopted, the study group was composed of music teachers working in general music education and the academicians who took an active role in teaching practice courses at universities. There are 7 music teachers and 6 university lecturers in the study group formed in line with this scope. Interviews were carried out with the participants who made up the study group for the quality instrument training in the classroom environment. In the light of the results obtained, it was concluded that in order for quality instrument education to take place in the classroom environment, appropriate environment, sufficient lesson hours, and essential instruments should be provided, the correct methodology should be applied and the played works should be individually or as a group performed at such activities as concerts, auditions, etc. In line with all these results, the things that should happen in order to be able to say that instrument education is qualified in the classroom environment are listed.