THE EVALUATION OF PRESCHOOL AND PRIMARY EDUCATIONAL MUSIC ACTIVITIES IN TURKEY BASED ON TEACHERS OPINIONS (ANKARA SAMPLE)*
This descriptive study’s primary purpose is to find out the overall condition and sufficiency of music activities that take place in public preschool and primary schools in Ankara, Turkey. The Study aims to collect the data based on preschool and primary school teacher’s opinions about planning phas...
Guardado en:
| Autores principales: | , |
|---|---|
| Formato: | article |
| Lenguaje: | DE EN FR TR |
| Publicado: |
Fırat University
2019
|
| Materias: | |
| Acceso en línea: | https://doaj.org/article/94a7af0719184e1aa4fbaccdd5f2c87f |
| Etiquetas: |
Agregar Etiqueta
Sin Etiquetas, Sea el primero en etiquetar este registro!
|
| Sumario: | This descriptive study’s primary purpose is to find out the overall condition and sufficiency of music activities that take place in public preschool and primary schools in Ankara, Turkey. The Study aims to collect the data based on preschool and primary school teacher’s opinions about planning phase of music activities, educational material preferences, music activities of choice, the evaluation process for children and self-evaluation of the teacher’s educational skills in music. The universe of the study consists of 24.738 public preschool and primary school teachers in Ankara. Stratified sampling method has been used in order to collect reliable findings. The sample of this research is 130 teachers from above mentioned schools. Based on the findings, most of the teachers take into account the preschool curriculum, the children’s developmental abilities; consider children’s interests and readiness in learning. The childrens’ and the teachers’ music education instrument preferences have been stated. While the teachers see themselves capable of carrying out music activities including movement through music, imitating sounds, games, rhymes, dance, stories, drama and choir studies, they seem to have some trouble in activities of matching rhythmic patterns with vocabularies, teaching to create proper rhythmic patterns and melodies, imitating rhythmic patterns. They are also having problem in music activities outside the classroom, choosing proper music records for watching, introducing and teaching musical instruments and carrying out rhythm activities with percussion instruments. While the teachers see themselves capable of evaluating children in rhythmic activities; distinguishing sounds; tempo orientation, breathing and vocal technique in singing, they seem to have some problem in evaluating the children in instrument playing. In addition, the teachers are suspicious if the music courses in their undergraduate education are sufficient. They are also uncertain about their capability in using of their own voice properly and instrumental accompaniment. Besides, the specific music education approaches seem to be unfamiliar for the teachers. Within the framework of this outcomes, suggestions are listed. |
|---|