Quantitative descriptive method was used in order to examine the state-trait and total anxiety levels of the students in the Undergraduate Music Teaching Program by gender, instrument difference, school year and academic achievement scores of students. The study has been conducted in the fall semester of 2018-2019 academic year in Turkey with Tokat University Faculty of Education, Fine Arts Education Department Music Education Program students (n = 77). For data collection, "The State-Trait Anxiety Inventory" developed by Spielberg et al. (1964) and adopted to Turkish by Öner and Le Compte (1983). The trait anxiety inventory was applied in a time period when the students were away from exam stress. The state anxiety inventory, on the other hand, was conducted just before the final exams. According to the results of the study, when the state-trait and total anxiety of the students receiving musical instrument education in Music Teacher Education Program is examined, it was found that there is a significant difference between trait and state anxiety, that female students' trait and total anxiety levels are higher, and the male students' state anxiety is higher; when it is considered in terms of instrument differences, it was seen that students playing stringed instruments have higher anxiety than those who play bow and wind instruments, A significant difference was found in terms of academic achievement scores in undergraduate freshman and senior students who have higher anxiety.
The aim of this study is to examine the impact of getting musical creative drama education on self-confidence of preschool children. The study was conducted in Tokat Private İlgim Schools, with 4, 5 and 6 year-old preschool children in the 2018-2019 academic year. The education was conducted with a total of 50 students, 29 being boys and 21 girls. The research data were collected through the Günalp self-confidence observation test that is applied to preschool children. At the end of the 10-week experimental period, the impact of creative drama education on self-confidence of preschool children was tested. SPSS program was used for data analysis. "ANOVA" was used in the comparison of the levels of self confidence by hometown, number of individuals living at the household, status of parents, number of siblings, child's birth order in the family, economic status of the family, age of starting school, caregivers before starting school, education level and occupation types. Results of the study showed that there was a significant difference in self-confidence development of preschool students as a result of creative drama studies. No statistically significant difference was found in the self-confidence development of students in terms of gender, hometown, number of individuals living at the household, status of parents, number of siblings, child's birth order in the family, economic status of the family, age of starting school, caregivers before starting school, education level and occupation types of parents. There was a significant difference between pre-school students' self-confidence in proportion to their ages. It was seen that musical creative drama activities make a positive impact on the self-confidence of preschool students.
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