Keman Eği̇ti̇mi̇nde Öğrenme Strateji̇leri̇yle Desenlenmi̇ş Etki̇nli̇kleri̇n Öğrenci̇leri̇n Keman Performanslarina Etki̇si̇

Afacan, Şenol; Çilden, Şeyda

doi:10.21764/maeuefd.624741

Cited by 4 publications

(6 citation statements)

References 11 publications

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“…In the studies conducted on learning strategies in music and instrument course, the effect of learning strategies on the students' instrument performance success, academic achievement, and attitudes stands out (Kocabaş, 1995;Hallam, 1997;Nielsen, 1999;Ertem, 2003;Nielsen, 2004;Kurtuldu, 2007;Yokuş, 2009;Özer, 2010;Er & Özer, 2011;Kurtuldu, 2012;Kılınçer & Aydıner, 2013;Ertem, 2014;Kocaarslan, 2016;Afacan, 2018;Kandemir, 2018;Kurtuldu & Gönül, 2019;Nacaroğlu, 2019;Sakarya, 2020). Nielsen (2004) investigated the relationship between the learning and studying strategies and self-efficacy beliefs of advanced level music students, and those strategies used for this purpose, and stated that, compared with the music students with low self-efficacy, those with higher self-efficacy could have higher development of cognitive and metacognitive skills while learning educational materials.…”

Section: Discussionmentioning

confidence: 99%

“…Regarding the second research question of the study, many studies conducted on performance success or contribution of learning strategies within the scope of music and instrument course (Kocabaş, 1995;Hallam, 1997;Nielsen, 1999;Ertem, 2003;Nielsen, 2004;Kurtuldu, 2007;Yokuş, 2009;Özer, 2010;Er & Özer, 2011;Kurtuldu, 2012;Kılınçer & Aydıner, 2013;Ertem, 2014;Kocaarslan, 2016;Afacan, 2018;Kandemir, 2018;Kurtuldu & Gönül, 2019;Nacaroğlu, 2019;Sakarya, 2020) reported that learning strategies had a positive impact on performance success. These studies reveal the effect of learning strategies on music and instrument course performance success.…”

Section: Discussionmentioning

confidence: 99%

“…Müzik ve çalgı eğitiminde öğrenme stratejileri ile ilgili gerçekleştirilmiş çalışmalarda öğrenme stratejilerinin öğrencilerin çalgı performans başarısı, akademik başarısı veya tutumları üzerindeki etkisi göze çarpmaktadır (Hallam 1997, Nielsen 1999, Nielsen 2004, Kocabaş 1995, Ertem 2003, Kurtuldu 2007,Yokuş 2009, Özer 2010, Er ve Özer 2011, Kurtuldu 2012, Kılınçer ve Aydıner 2013, Ertem 2014, Kocaarslan 2016, Afacan 2018, Kandemir 2018, Kurtuldu ve Gönül 2019, Nacaroğlu 2019, Sakarya 2020. Diğer taraftan, ileri düzey müzik öğrencilerinin kullandıkları öğrenme ve çalışma stratejilerinin ve öz yeterlik inançlarının, kullanılan stratejilerle olan ilişkilerini araştıran Nielsen, (2004), öz yeterliği yüksek olan müzik öğrencilerinin, öz yeterliği düşük olan öğrencilere kıyasla, materyal öğrenmeye çalışırken bilişsel ve üstbilişsel becerilerinin gelişimlerinin daha üst düzeyde olabileceğini belirtmiştir.…”

Section: Tartışma Ve Sonuçunclassified

“…Several studies conducted on different areas of education have shown that the use of learning strategies positively affects students' behaviors and thinking processes (Tay, 2005;Taşdemir & Tay, 2007;Belet & Yaşar, 2007;Dikbaş & Hasırcı, 2008). Moreover, the studies conducted on music and music instrument course have indicated that the use of various learning strategies has positive effects on performance success (Hallam, 1997;Nielsen, 1999;Nielsen, 2004;Yokuş, 2009;Er & Özer, 2011;Ertem, 2014;Afacan & Çilden, 2020;Sakarya, 2020). Accordingly, we can argue that the use of learning strategies in music and music instruments education plays a role in understanding and interpreting music.…”

Section: Introductionmentioning

confidence: 99%

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Öğrenme Stratejilerinin Piyano Performansı Öz Yeterlik Düzeyi ve Performans Başarısına Etkisi

KANDEMİR,

YOKUŞ

2023

Cukurova University Faculty of Education Journal

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This study aimed to determine the effect of using learning strategies on piano performance self-efficacy levels and performance success among piano students. The study group comprised first year students (n = 20) receiving piano course in the fall semester of the 2019–2020 academic year in the Muğla Sıtkı Koçman University, Faculty of Education, Department of Fine Arts, Program of Education Music Education. The study used an experimental research design and data were collected using the Self-Efficacy Scale of Piano Performance and an observation form. The study results indicated that there were significant differences in favor of the experimental group regarding piano performance success, comparing the post-test scores of the experimental group, in which activities were performed for the use of learning strategies in piano course, and the control group, which received education in a regular process. However, no statistically significant difference was found between piano performance self-efficacy levels of the experimental and control groups. The study revealed that the use of learning strategies in piano education did not play a role in the piano performance self-efficacy level, but that it was much more effective in increasing students’ piano performance success than the existing process-based education.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Tartışma Ve Sonuçunclassified

Section: Introductionmentioning

confidence: 99%

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Öğrenme Stratejilerinin Piyano Performansı Öz Yeterlik Düzeyi ve Performans Başarısına Etkisi

KANDEMİR,

YOKUŞ

2023

Cukurova University Faculty of Education Journal

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“…On the other hand, Plato's explanation of art with imitation in his theory of mimesis (Bozkurt, 1995). Moreover, the evidence presented by the Wilsons' that imitation is at the basis of children's drawings as a result of their research (cited in Karaca, 2011) form the basis that the copy method can also be used in artistic learning. The copy learning method contributes to students' learning basic artistic knowledge and techniques (Hurwitz and Day, 2007).…”

Section: Introductionmentioning

confidence: 99%

Appropriation Method in Visual Art Teacher Education Painting Art Studio Course

Bülbül¹

2023

IES

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This research is a case study aiming to reveal the experiences of art students towards the activity of “reproduction through appropriation”. During the activity process, students were firstly informed about appropriation and the art of appropriation, especially the works in which two works of art were appropriated by integrating them, and each student was asked to identify two works of art to be appropriated. Students made sketches by establishing relational links between the two works they chose. In the last stage, students were expected to make a new artistic production. In this research, which was conducted with the participation of 8 students attending the art studio course, the experiences of the students regarding the process formed the unit of analysis. Worksheets, process evaluation form and artworks were used as data sources. As a result of the research, it was identified that the students were able to produce thoughts about the concepts emerging with appropriation and appropriation art and question this art practice. The students made an effort to integrate the artistic elements in the two works they used for appropriation in an appropriate way and to create the best visual fiction, and they were able to bring a new interpretation by making use of the artists’ application of the paint technique and their understanding of colour in the appropriated works. They also realised that the artwork they produced was only a tool to force themselves into the artistic creation process and to gain artistic knowledge and skills. In other words, they developed an awareness of the limits of utilising the works in the history of art to ensure originality in their future arworks. It is possible to say that making use of the appropriation method in art studio courses will contribute to the artistic development of students.

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Validity and Reliability Study of the Performance Rating Scale to Measure Basic Skills in Voice Training

EROĞLU

2022

Celal Bayar Üniversitesi Sosyal Bilimler Dergisi

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20. yüzyılın başından itibaren yaşanan değişimlerin sonucunda ortaya çıkan solist icrâcılık, önceki icrâlara kıyasla biçimsel, artistik ve teknik bakımdan farklılıkları da beraberinde getirmiştir. Ses eğitimi ile ilgili olarak değişen ve gelişen bu durumlar karşısında mesleki kariyerlerini ses kullanarak sürdüren kişilerin ihtiyaçları da değişiklik göstermeye başlamıştır. Bu ihtiyaçlarla birlikte planlı bir öğretimin ve değerlendirmenin şarkı söylemeye hazırlık açısından zorunluluk haline geldiği görülmektedir. Eğitimde değerlendirme alanında yapılan çalışmalar, Türkçe’ye uygun olarak hazırlanmış bir ses eğitimi yaklaşımının oluşturulması açısından önem arz etmektedir. Bu çalışmada, Türkçe şarkı söyleme eğitiminde temel becerilerin ölçülmesi için hazırlanan performans derecelendirme ölçeğinin geçerlilik ve güvenirlilik analizi yapılmıştır. Betimsel tarama modelindeki bu araştırmada nicel araştırma yöntemi benimsenmiştir. Ölçek maddelerinin belirlenmesi aşamasında literatür taraması yapılmıştır. Uzman görüşleri doğrultusunda hazırlanan rubrik aracılığıyla, uzmanlar tarafından öğrenci performansları puanlanmıştır. Toplanan veriler üzerinde Spss paket programı aracılığıyla geçerlilik ve güvenilirlik analizleri yapılmıştır. Elde edilen bulgulardan, hazırlanan performans derecelendirme ölçeğinin geçerli ve güvenilir olduğu sonucuna ulaşılmıştır.

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Keman Eği̇ti̇mi̇nde Öğrenme Strateji̇leri̇yle Desenlenmi̇ş Etki̇nli̇kleri̇n Öğrenci̇leri̇n Keman Performanslarina Etki̇si̇

Cited by 4 publications

References 11 publications

Öğrenme Stratejilerinin Piyano Performansı Öz Yeterlik Düzeyi ve Performans Başarısına Etkisi

Öğrenme Stratejilerinin Piyano Performansı Öz Yeterlik Düzeyi ve Performans Başarısına Etkisi

Appropriation Method in Visual Art Teacher Education Painting Art Studio Course

Validity and Reliability Study of the Performance Rating Scale to Measure Basic Skills in Voice Training

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