MUSIC TEACHER CANDIDATES' VIEWS ON IDEAL MUSIC CURRICULUM
The universe of this research was made up of students from the faculty of education department of music teacher. The samples were constituted by the 4th year students of Gazi University, Gazi Faculty of Education, Department of Music Teaching. Theoretical data of this study is acquired from field re...
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Fırat University
2019
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oai:doaj.org-article:8a78a2c842864643abfa60b4089c9fc62021-11-24T09:21:05ZMUSIC TEACHER CANDIDATES' VIEWS ON IDEAL MUSIC CURRICULUM2148-416310.9761/jasss_624https://doaj.org/article/8a78a2c842864643abfa60b4089c9fc62019-08-01T00:00:00Zhttps://jasstudies.com/index.jsp?mod=tammetin&makaleadi=1953316335_55y%C4%B1ld%C4%B1r%C4%B1morhan%C5%9Febnem-1025-1042.pdf&key=26538https://doaj.org/toc/2148-4163The universe of this research was made up of students from the faculty of education department of music teacher. The samples were constituted by the 4th year students of Gazi University, Gazi Faculty of Education, Department of Music Teaching. Theoretical data of this study is acquired from field researches and documentary literature surveys, quantitive data is collected from questionnaire and interviews formed with experts’ opinions. In the research, an information about 2011 - 2012 Music Curriculum that was being used in Gazi University, Department of Music Teaching was given. Multiple choiced and open ended questions about the given education programme and views on ideal music curriculum were asked to fourth year students studied with this programme and completed every lesson in the programme. According to the results, %83 of music teacher candidates are not happy with the music curriculum, all of them want lessons from different diciplines in the programme which are in order of preference; dancing, advanced english, effective speaking, drama, italian and art. İn order of preference %14 of music teacher candidates think musical hearing and writing, accompaniment, harmony, solo playing and piano lessons are helpful and need musical instrument teaching, accompaniment and chamber music lessons. According to the candidates instead of the lessons’ names or varieties, the quality of the methods should be considered important. candidates want chances to practice what they learnt and a programme consructed by the priorities of the department.Şebnem YILDIRIM ORHANSelçuk BİLGİNFırat Universityarticlemusicmusic teachermusic teacher candSocial SciencesHSocial sciences (General)H1-99DEENFRTRJournal of Academic Social Science Studies , Vol 6, Iss 17, Pp 1025-1042 (2019) |
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DE EN FR TR |
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music music teacher music teacher cand Social Sciences H Social sciences (General) H1-99 |
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music music teacher music teacher cand Social Sciences H Social sciences (General) H1-99 Şebnem YILDIRIM ORHAN Selçuk BİLGİN MUSIC TEACHER CANDIDATES' VIEWS ON IDEAL MUSIC CURRICULUM |
| description |
The universe of this research was made up of students from the faculty of education department of music teacher. The samples were constituted by the 4th year students of Gazi University, Gazi Faculty of Education, Department of Music Teaching. Theoretical data of this study is acquired from field researches and documentary literature surveys, quantitive data is collected from questionnaire and interviews formed with experts’ opinions. In the research, an information about 2011 - 2012 Music Curriculum that was being used in Gazi University, Department of Music Teaching was given. Multiple choiced and open ended questions about the given education programme and views on ideal music curriculum were asked to fourth year students studied with this programme and completed every lesson in the programme. According to the results, %83 of music teacher candidates are not happy with the music curriculum, all of them want lessons from different diciplines in the programme which are in order of preference; dancing, advanced english, effective speaking, drama, italian and art. İn order of preference %14 of music teacher candidates think musical hearing and writing, accompaniment, harmony, solo playing and piano lessons are helpful and need musical instrument teaching, accompaniment and chamber music lessons. According to the candidates instead of the lessons’ names or varieties, the quality of the methods should be considered important. candidates want chances to practice what they learnt and a programme consructed by the priorities of the department. |
| format |
article |
| author |
Şebnem YILDIRIM ORHAN Selçuk BİLGİN |
| author_facet |
Şebnem YILDIRIM ORHAN Selçuk BİLGİN |
| author_sort |
Şebnem YILDIRIM ORHAN |
| title |
MUSIC TEACHER CANDIDATES' VIEWS ON IDEAL MUSIC CURRICULUM |
| title_short |
MUSIC TEACHER CANDIDATES' VIEWS ON IDEAL MUSIC CURRICULUM |
| title_full |
MUSIC TEACHER CANDIDATES' VIEWS ON IDEAL MUSIC CURRICULUM |
| title_fullStr |
MUSIC TEACHER CANDIDATES' VIEWS ON IDEAL MUSIC CURRICULUM |
| title_full_unstemmed |
MUSIC TEACHER CANDIDATES' VIEWS ON IDEAL MUSIC CURRICULUM |
| title_sort |
music teacher candidates' views on ideal music curriculum |
| publisher |
Fırat University |
| publishDate |
2019 |
| url |
https://doaj.org/article/8a78a2c842864643abfa60b4089c9fc6 |
| work_keys_str_mv |
AT sebnemyildirimorhan musicteachercandidatesviewsonidealmusiccurriculum AT selcukbilgin musicteachercandidatesviewsonidealmusiccurriculum |
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