İlkokul öğrencilerinin müzik derslerinde kullanılan temsil stratejilerinin aktif müzik dinleme becerilerine etkisi
Küçük Resim Yok
Tarih
2022
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Niğde Ömer Halisdemir Üniversitesi
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Bu çalışmanın amacı ilkokul öğrencilerinin müzik derslerinde kullanılan temsil stratejilerinin öğrencilerin aktif müzik dinleme becerilerine etkisini sınamaktır. Bu amaç doğrultusunda çalışmada ilkokul 4. Sınıf öğrencilerinin müzik derslerinde aktif müzik dinleme becerilerinin geliştirilmesine yönelik temsil stratejilerinin öğretimini içeren 6 haftalık bir uygulamanın etkililiği deneysel model ile sınanmıştır. Çalışmanın denel işlemi her hafta 2 ders saatinden oluşan müzik derslerinde toplam 12 ders saati sürdürülmüştür.Çalışmada, deney grubu öğrencilerinin ezgi, ritim, ses perdesi, tempo, artikülasyon, müzik cümleleri ve tonu algılama alt boyutlarından oluşan aktif müzik dinleme becerilerinin temsil stratejilerinin kullanımıyla geliştirilmesi hedeflenmiştir. Kontrol grubunda ise müfredat programında yer alan bu becerilerin geleneksel öğretim yöntemleri kullanılarak olağan şekilde geliştirilmesi hedeflenmiştir. Sonuçlara göre; deney grubundaki öğrencilerin aktif müzik dinleme becerileri testinin alt boyutlarından ve testin tamamından elde ettikleri puanları arasında son test puanları lehine anlamlı farklılıkların olduğu belirlenmiştir. Deney ve kontrol grubu öğrencilerinin aktif müzik dinleme becerilerinin karşılaştırılmasına ilişkin sonuçlarda da öğrencilerin ezgi, ritim, perde alt boyutları ile testin tamamından elde ettikleri puanları arasında deney grubu lehine anlamlı farklılıkların olduğu bulunmuştur.
The aim of this study is to test the effect of representation strategies used in primary school students' music lessons on students' active music listening skills. In line with this purpose, the effectiveness of a 6-week application, which includes teaching representation strategies for the development of active music listening skills of primary school 4th grade students in music lessons, was tested with an experimental model. The experimental process of the study was continued for a total of 12 lesson hours in music lessons consisting of 2 lesson hours each week. In the study, it was aimed to develop the active music listening skills of the experimental group students, consisting the sub-dimensions of melody, rhythm, pitch, tempo, articulation, musical phrases and tone perception sub-dimensions, by using representation strategies. In the control group, it was aimed to develop these skills in the curriculum in the usual way by using traditional teaching methods. According to the results; It was determined that there were significant differences between the scores obtained from the sub-dimensions of the active music listening skills test and the scores from the whole test of the students in the experimental group in favor of the post-test scores. In the results of the comparison of the active music listening skills of the experimental and control group students, it was found that there were significant differences in favor of the experimental group, between the scores both groups obtained from the sub-dimensions of the melody, rhythm and pitch and the scores they obtained from the whole test.
The aim of this study is to test the effect of representation strategies used in primary school students' music lessons on students' active music listening skills. In line with this purpose, the effectiveness of a 6-week application, which includes teaching representation strategies for the development of active music listening skills of primary school 4th grade students in music lessons, was tested with an experimental model. The experimental process of the study was continued for a total of 12 lesson hours in music lessons consisting of 2 lesson hours each week. In the study, it was aimed to develop the active music listening skills of the experimental group students, consisting the sub-dimensions of melody, rhythm, pitch, tempo, articulation, musical phrases and tone perception sub-dimensions, by using representation strategies. In the control group, it was aimed to develop these skills in the curriculum in the usual way by using traditional teaching methods. According to the results; It was determined that there were significant differences between the scores obtained from the sub-dimensions of the active music listening skills test and the scores from the whole test of the students in the experimental group in favor of the post-test scores. In the results of the comparison of the active music listening skills of the experimental and control group students, it was found that there were significant differences in favor of the experimental group, between the scores both groups obtained from the sub-dimensions of the melody, rhythm and pitch and the scores they obtained from the whole test.
Açıklama
Eğitim Bilimleri Enstitüsü, Güzel Sanatlar Eğitimi Ana Bilim Dalı, Müzik Eğitimi Bilim Dalı
Anahtar Kelimeler
Müzik, Music
