In this study, perspectives on The Orff approach of those who attended the "I am Singing with Onur Erol" workshop were outlined to draw some inferences about their knowledge on The Orff approach. The level and the frequency of the usage of The Orff approach in their own classes were also examined. Interviews were held with 19 attendees from the workshop. The method of content analysis was used to analyse the gathered data. It was observed that, although the attendees were frequent users of the Orff approach, their theoretical knowledge was limited.It was also determined that the attendees have more knowledge on the practice of the approach and therefore have more knowledge about general activities. This study also explored some of the problems associated with physical inadequacies of the classes where the Orff approach is taught, and the lack of essential instruments which are vital for the Orff approach.
In this study, the authors evaluated the potential role of an activity-based guitar training program on reducing anxiety and providing fulfillment for younger relatives of cancer patients. Ten active members of KHYD (The Society for Relatives of Cancer Patients), between ages 11 and 17 participated in an 8-week guitar education program. The participants filled out two questionnaires before and after their engagement in the 8-week program, one to measure changes in their anxiety levels (State-Trait Anxiety Inventory) and the other to measure changes in their general fulfillment levels (Multidimensional Students’ Life Satisfaction Scale). Wilcoxon signed rank test, as well as descriptive statistics were used in the analysis of data. Mean rank differences were observed to be statistically significant with respect to total state and trait anxiety scores; in both cases, the participants’ scores decreased after their engagement in the program. Statistically significant mean rank differences were also observed in the overall MSLSS scores and its “friends” and “environment” sub-dimensions; with respect to these, participants’ scores increased after their engagement in the program. Recommendations for more comprehensive, larger-scale studies are given at the end.
In Turkey and North Cyprus, music education departments are usually situated in faculties of education. The eligibility requirements are in two stages: Applicants who manage to attain the required minimum grade from Transition to Higher Education Examination can then take an aptitude test. These aptitude tests are designed by each university department to assess applicants' qualifications. The main objective of this study is to examine the content and the structure of the aptitude test, and accordingly to be able to shed a light on the correlation between students' aptitude tests scores and music and pedagogy course grades. For this purpose, the scores of 29 students who successfully passed the aptitude test in the Music Education Programme at Eastern Mediterranean University are compared with their course grades. This study employs quantitative descriptive research with an inter-relational submodel. The Pearson correlation coefficient is used whilst analysing the relationship. The sampling method has been chosen for purposive sampling. This study determines both the content and predictive validity of the Music Education Department's aptitude test.
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