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Impact of Walking Game Activity on Teaching of Asymmetrical Rhythms in Piano Education / Piyano Eğitiminde Yürüme Oyunu Etkinliğinin Aksak Ritimlerin Öğretilmesindeki Etkisi

Yıl 2023, Cilt: 14 Sayı: 4, 180 - 194, 30.08.2023

Mehmet Kayhan Kurtuldu , Cemre Deniz Kubaliç

https://doi.org/10.19160/e-ijer.1283606

Öz

This study aimed at examining to what extent the walking game activity is effective in teaching of asymmetrical (aksak) rhythm patterns in piano education. The study used the experimental method by setting up control and experiment groups each of which was composed of 11 people. In this practice that was conducted with students receiving the piano class in a private course whose ages ranged between 8 and 9, walking game activity was used to teach asymmetrical rhythm patterns. The practice was based on cards on which the rhythm patterns were written and repetition of the rhythm patterns formulated according to these cards with a walking game, and the final performances were measured with a given piano piece. A pre-test was also given to the students to measure the levels of students before the practice. All students were studied individually during the implementation process. Each student was studied for approximately 30 minutes, and student performances were measured with a rubric containing 6 evaluation steps. A classical study was carried out with the control group, and a limping walking practice was carried out with the experimental group. Digital data obtained through the practice were statistically analysed. In pre-test and post-test measurements, the Man Whitney U test was used. Since the total number of students was small, non-parametric tests were used directly. It was concluded as a result of the measurements that, in the post-test process, the students in the experiment group who studied with the walking game activity performed better in understanding and vocalizing the asymmetrical rhythm patterns compared to the students in control group.

Anahtar Kelimeler

Piano education Games Asymmetrical rhythms Experimental

Kaynakça

  • Altunışık, R., Coşkun, R., Bayraktaroğlu, S. & Yıldırım, E. (2010). Research methods in social sciences, SPSS applied. Adapazarı: Sakarya Publications.
  • Avcı, A. (2018). Student feedbacks regarding animation-supported piano teaching materials. Anadolu University Education Faculty Journal (AUJEF), 2(1), 14-37.
  • Aydıner, M. (2010). Experiment a model of scale towards the determination of difficulty levels of turkish solo piano compositions. Afyon Kocatepe University Journal of Social Sciences, 12(1), 223-240.
  • Aydınoğlu, O. (2014). Evaluation of Turkish piano pieces as ‘a contemporary’ work in piano education. Music Education, 9, 80-92.
  • Aykaç, M. & Köğce, D. (2020). Preschool and primary school outcomes in teaching mathematics with educational games. Ankara: Pegem Academy.
  • Bağcı, (2011). An analysis of educational game activities in teachers’ guidebooks for Turkish language teachers of primary school 1st, 2nd and 3rd grades. Celal Bayar University Social Sciences Journal, 9(2), 487 – 497.
  • Barsamyan, M. (2019). Piano education in adults. Educational Research and Reviews, 14(13), 458-464.
  • Bekan, T. (2019). Opinions of teachers regarding problems encountered in preschool piano education. Unpublished Master’s Thesis, Pamukkale University Institute of Educational Sciences.
  • Borges, J. A & Tome, D. (2014). Teaching music to blind children: new strategies for teaching through interactive use of Musibraille software. Procedia Computer Science, 27, 19 – 27.
  • Bursal, M. (2017). Basic data analysis by SPSS. Ankara: Anı Publications.
  • Büyüköztürk, Ş., Çokluk, Ö. & Köklü, N. (2017). Statistics for social sciences. Ankara: Pegem Academy.
  • Büyüköztürk, Ş. (2014). Experimental designs Design and data analysis for pre-test post-test control group. Ankara: Pegem Academy.
  • Can, A. (2017). Data analysis in scientific research processes by SPSS. Ankara: Pegem Academy.
  • Çiftçi, E. & Özelma, Y. (2017). Classroom teacher and parental views on the primary school 4. grade students who are given piano education. Mehmet Akif Ersoy University Journal of Social Science Institute, 9(19), 42-55.
  • Demirova, G. (2008). The impact of piano education on students’ concentration skills. Unpublished Doctoral Dissertation, Ankara University Institute of Educational Sciences.
  • Duran, O. A. (2018). A solmization method proposal on aksak (assymetrical) meters. Unpublished Master’s Thesis, Hacettepe University Institute of Fine Arts.
  • Eğilmez, H. O. (2009). Visual studies to facilitate and enhance learning for 6-8 year-old children in early stages of piano education. Anadolu University Education Faculty Journal 22(1), 71-88.
  • Ercan, N. (2008). Principles and methods in piano education. Ankara: Sözkesen Printings.
  • Ersoy-Güleç, K. S. (2010). An examination of methods applied for preparation of six-year old children for piano education. Unpublished Master’s Thesis, Ankara University Institute of Educational Sciences.
  • Ertürk, Y. (2018). Reading the effects of musical hearing reading writing education undergraduate music education program to piano education. Unpublished Master’s Thesis, Uludağ University Institute of Educational Sciences.
  • Genç, S. (2014). Relevance of educational games in arts education. Anadolu University Education Faculty Journal 3(1), 380392.
  • Gündüz, M., Aktepe, V., Uzunoğlu, H. & Gündüz, D. D. (2017). The values obtained through the educative games to preschool children. Muğla Sıtkı Koçman University Educational Faculty Journal, 4(1), 62 – 70.
  • Halvaşi, B. (2017). An observation and evaluation on piano education methods for preschool children. International Turkish Literature Culture Education Journal, 6(4), 2788-2798.
  • Hazar, Z. & Altun, M. (2018). Investigation of teacher opinions and competencies for educational games. CBU Journal of Physical Education Sport Sciences, 13(1), 52-72.
  • Hüseynova, E. (2019). Effects of amateur piano education on the attention skills of 7-12 year old children (Sample of Bursa Province). Unpublished Master’s Thesis, Uludağ University Institute of Educational Sciences.
  • Işıkdemir, T. (2019). Problems of piano education in 5-6 years old children and opinions of ınstructors. Unpublished Master’s Thesis, Pamukkale University Institute of Educational Sciences.
  • Ilkay, G. & Sarı, A. (2020). Developing the teaching strategies towards piano pedagogy. Paper presented at the meeting of the 2st International Conference on Interdisciplinary Educational Reflections, Near East University Campus, Nicosia, Cyprus.
  • İslamoğlu, A. H. (2009). Research methods in social sciences. Istanbul: Beta Publication.
  • Kurtuldu, M. K. (2010). Validity and reliability of evaluation scale in piano education directed for the graders. Electronic Journal of Social Science (e-sosder), 9(31), 224 – 232.
  • Li, L. X. (2018). Study on the innovation of piano teaching in normal colleges and universities. Creative Education, 9, 697-701.
  • Lindsay, C. A. (2006). Putting research into practice: Creative activities for college-level group piano. Unpublished Doctoral Dissertation, Florida State University College of Music.
  • Lunde, H. (2018). An investigation into the feasibility of using the Suzuki approach for piano education in the Norwegian Culture School. Unpublished Master Thesis, Western Norway University of Applied Science, Music Education Department.
  • Maydwell, F. (2007). Piano teaching: A guide for nurturing musical independence. North Perth: The New Arts Press of Perth
  • Özel, S. Y. (2017). Musical skills of pre-school students and investigation of the implemented music education-teaching. Unpublished Master Thesis, Haliç University Social Science Institute.
  • Özer, B. (2019). The importance of functional piano skills and analysis-supported studies in piano education. In M. B. Minaz & M. S. Ağır (Eds.), Research Articles in Educational Sciences, (pp. 43-71), Ankara: Gece Publishing.
  • Özerdem, D. M. & Yıldız, G. (2018). The opinions of music teachers who give piano education in art course centres affiliated to the ministry of national education about the piano education of children of 5-6 age groups. A Paper presented in ERTE Congress, Adnan Menderes University.
  • Pallant, J. (2015). SPSS survival manual, a step by step data analysis by using SPSS. Translated by: Balcı, S. and Ahi, B. Ankara: Anı Publications.
  • Pamukçu, S. S. & Özer, M. C. (2015). The age of start playing piano in children and evaluation of the music teaching methods. Ege University Journal of State Conservatory of Turkish Music, 7, 29 – 38.
  • Pausch, M. (2019). Adaptive piano lessons: An incredible adventure. Clavier Companion, 11(1), 20-24. Sager, T. (2022). Music theory. In Z. Nacakçı & A. Canbay (Eds.), Music Culture (pp.305-329). Ankara: Pegem Academy.
  • Sönmezöz, F. (2014). The division of the works used in piano education in undergraduate level at departments of music education according to midterms in terms of the criteria for the evaluation of behaviours of playing piano. Art Education Journal (SED), 2(1), 64-101.
  • Şahin, P. & Yadigaroğlu, Z. (2018). Teacher's and student’s opinions on Turkish music pieces used in fine arts high school piano lesson curriculum. Ihlara Journal of Educational Science, 3(2), 187-195.
  • Tabachnick, B. G. & Fidell, L. S. (2013). Using multivariate statistics. (6th Edition). NewYork: Pearson Education.
  • Toprakçı, E. (2017). Sınıf yönetimi. Pegem Akademi Yayınevi, 3.Baskı
  • Tunçer, D. Ö. & Doğrusöz, N. (2013). The Dalcroze Approach with 36-72 month-old children: Game examples. Academic View Journal, 36, 1 - 20.
  • Ünal, İ. (2006). Approaches of the teachers who teach 6-8 year old children piano education in the related institutions on creative drama as one of the piano training at the phase of starting. Unpublished Master Thesis, Dokuz Eylül University Educational Science Institute.
  • Viviers, H. A., Fouche, J. P. & Reitsma, G. M. (2016). Developing soft skills (also known as pervasive skills) usefulness of an educational game. Meditari Accountancy Research, 24(3), 368-389.
  • Yıldırım, B. (2015). Impact of educational games and feedback-correction on level of learning and permanency. Unpublished Master’s Thesis, Necmettin Erbakan University Institute of Educational Sciences.
  • Yöndem, S. (2016). Reflection of irregular measures in traditional Turkish folk music to school songs. The Journal of Academic Social Science Studies, 48, 241-247.
  • Zhang, H. (2018). Problems and suggestions on piano course teaching in pre-school education major in colleges and universities. Advances in Social Science, Education and Humanities Research, 232, 908-911.

Piyano Eğitiminde Yürüme Oyunu Etkinliğinin Aksak Ritimlerin Öğretilmesindeki Etkisi / Impact of Walking Game Activity on Teaching of Asymmetrical Rhythms in Piano Education

Yıl 2023, Cilt: 14 Sayı: 4, 180 - 194, 30.08.2023

Mehmet Kayhan Kurtuldu , Cemre Deniz Kubaliç

https://doi.org/10.19160/e-ijer.1283606

Öz

Bu araştırmada piyano eğitiminde aksak ritim kalıplarının kavratılmasında yürüme oyunu etkinliğinin ne düzeyde etkili olduğunun incelenmesi amaçlanmıştır. Çalışmada deneysel yöntemden faydalanılmış ve 11’er kişiden oluşan deney ve kontrol grupları oluşturulmuştur. Yaşları 8 ile 9 arasında değişen ve özel bir kursta piyano dersi alan öğrenciler ile yürütülen uygulamada, aksak ritim kalıplarının kavranması için yürüme oyunu etkinliğinden yararlanılmıştır. Ritim kalıplarının yazılı olduğu kartlara ve bu kartlara göre oluşan ritim kalıpların yürüyüş oyunu ile tekrarlanmasına odaklı bir uygulama yürütülmüş, belirlenen piyano eseri kapsamında son performanslar ölçülmüştür. Çalışma öncesinde öğrencilerin seviyelerini anlamak için bir ön test uygulaması da yapılmıştır. Uygulama sürecinde tüm öğrencilerle bireysel olarak çalışılmıştır. Her bir öğrenci ile yaklaşık 30 dakika çalışılmış, öğrenci performansları 6 değerlendirme basamağı içeren bir puanlama anahtarı ile ölçülmüştür. Kontrol grubu ile klasik çalışma yapılmış, deney grubu ile aksak bir yürüme uygulaması yapılmıştır. Uygulamada elde edilen sayısal veriler tablolaştırılmış ve aynı zamanda istatistiksel anlamda analiz de edilmiştir. Ön test ve son test ölçümlerinde Man Whitney U testinden yararlanılmıştır. Kişi sayısı az olduğu için doğrudan parametrik olmayan testler kullanılmıştır. Ölçümler sonucunda son test sürecinde eğitsel oyun yöntemi ile çalışma yapılan deney grubu öğrencilerinin, aksak ritim kalıplarını anlama ve seslendirmede kontrol grubuna göre daha iyi olduğu neticesine varılmıştır.

Anahtar Kelimeler

Müzik eğitimi Piyano eğitimi Oyun Aksak ritimler.

Kaynakça

  • Altunışık, R., Coşkun, R., Bayraktaroğlu, S. & Yıldırım, E. (2010). Research methods in social sciences, SPSS applied. Adapazarı: Sakarya Publications.
  • Avcı, A. (2018). Student feedbacks regarding animation-supported piano teaching materials. Anadolu University Education Faculty Journal (AUJEF), 2(1), 14-37.
  • Aydıner, M. (2010). Experiment a model of scale towards the determination of difficulty levels of turkish solo piano compositions. Afyon Kocatepe University Journal of Social Sciences, 12(1), 223-240.
  • Aydınoğlu, O. (2014). Evaluation of Turkish piano pieces as ‘a contemporary’ work in piano education. Music Education, 9, 80-92.
  • Aykaç, M. & Köğce, D. (2020). Preschool and primary school outcomes in teaching mathematics with educational games. Ankara: Pegem Academy.
  • Bağcı, (2011). An analysis of educational game activities in teachers’ guidebooks for Turkish language teachers of primary school 1st, 2nd and 3rd grades. Celal Bayar University Social Sciences Journal, 9(2), 487 – 497.
  • Barsamyan, M. (2019). Piano education in adults. Educational Research and Reviews, 14(13), 458-464.
  • Bekan, T. (2019). Opinions of teachers regarding problems encountered in preschool piano education. Unpublished Master’s Thesis, Pamukkale University Institute of Educational Sciences.
  • Borges, J. A & Tome, D. (2014). Teaching music to blind children: new strategies for teaching through interactive use of Musibraille software. Procedia Computer Science, 27, 19 – 27.
  • Bursal, M. (2017). Basic data analysis by SPSS. Ankara: Anı Publications.
  • Büyüköztürk, Ş., Çokluk, Ö. & Köklü, N. (2017). Statistics for social sciences. Ankara: Pegem Academy.
  • Büyüköztürk, Ş. (2014). Experimental designs Design and data analysis for pre-test post-test control group. Ankara: Pegem Academy.
  • Can, A. (2017). Data analysis in scientific research processes by SPSS. Ankara: Pegem Academy.
  • Çiftçi, E. & Özelma, Y. (2017). Classroom teacher and parental views on the primary school 4. grade students who are given piano education. Mehmet Akif Ersoy University Journal of Social Science Institute, 9(19), 42-55.
  • Demirova, G. (2008). The impact of piano education on students’ concentration skills. Unpublished Doctoral Dissertation, Ankara University Institute of Educational Sciences.
  • Duran, O. A. (2018). A solmization method proposal on aksak (assymetrical) meters. Unpublished Master’s Thesis, Hacettepe University Institute of Fine Arts.
  • Eğilmez, H. O. (2009). Visual studies to facilitate and enhance learning for 6-8 year-old children in early stages of piano education. Anadolu University Education Faculty Journal 22(1), 71-88.
  • Ercan, N. (2008). Principles and methods in piano education. Ankara: Sözkesen Printings.
  • Ersoy-Güleç, K. S. (2010). An examination of methods applied for preparation of six-year old children for piano education. Unpublished Master’s Thesis, Ankara University Institute of Educational Sciences.
  • Ertürk, Y. (2018). Reading the effects of musical hearing reading writing education undergraduate music education program to piano education. Unpublished Master’s Thesis, Uludağ University Institute of Educational Sciences.
  • Genç, S. (2014). Relevance of educational games in arts education. Anadolu University Education Faculty Journal 3(1), 380392.
  • Gündüz, M., Aktepe, V., Uzunoğlu, H. & Gündüz, D. D. (2017). The values obtained through the educative games to preschool children. Muğla Sıtkı Koçman University Educational Faculty Journal, 4(1), 62 – 70.
  • Halvaşi, B. (2017). An observation and evaluation on piano education methods for preschool children. International Turkish Literature Culture Education Journal, 6(4), 2788-2798.
  • Hazar, Z. & Altun, M. (2018). Investigation of teacher opinions and competencies for educational games. CBU Journal of Physical Education Sport Sciences, 13(1), 52-72.
  • Hüseynova, E. (2019). Effects of amateur piano education on the attention skills of 7-12 year old children (Sample of Bursa Province). Unpublished Master’s Thesis, Uludağ University Institute of Educational Sciences.
  • Işıkdemir, T. (2019). Problems of piano education in 5-6 years old children and opinions of ınstructors. Unpublished Master’s Thesis, Pamukkale University Institute of Educational Sciences.
  • Ilkay, G. & Sarı, A. (2020). Developing the teaching strategies towards piano pedagogy. Paper presented at the meeting of the 2st International Conference on Interdisciplinary Educational Reflections, Near East University Campus, Nicosia, Cyprus.
  • İslamoğlu, A. H. (2009). Research methods in social sciences. Istanbul: Beta Publication.
  • Kurtuldu, M. K. (2010). Validity and reliability of evaluation scale in piano education directed for the graders. Electronic Journal of Social Science (e-sosder), 9(31), 224 – 232.
  • Li, L. X. (2018). Study on the innovation of piano teaching in normal colleges and universities. Creative Education, 9, 697-701.
  • Lindsay, C. A. (2006). Putting research into practice: Creative activities for college-level group piano. Unpublished Doctoral Dissertation, Florida State University College of Music.
  • Lunde, H. (2018). An investigation into the feasibility of using the Suzuki approach for piano education in the Norwegian Culture School. Unpublished Master Thesis, Western Norway University of Applied Science, Music Education Department.
  • Maydwell, F. (2007). Piano teaching: A guide for nurturing musical independence. North Perth: The New Arts Press of Perth
  • Özel, S. Y. (2017). Musical skills of pre-school students and investigation of the implemented music education-teaching. Unpublished Master Thesis, Haliç University Social Science Institute.
  • Özer, B. (2019). The importance of functional piano skills and analysis-supported studies in piano education. In M. B. Minaz & M. S. Ağır (Eds.), Research Articles in Educational Sciences, (pp. 43-71), Ankara: Gece Publishing.
  • Özerdem, D. M. & Yıldız, G. (2018). The opinions of music teachers who give piano education in art course centres affiliated to the ministry of national education about the piano education of children of 5-6 age groups. A Paper presented in ERTE Congress, Adnan Menderes University.
  • Pallant, J. (2015). SPSS survival manual, a step by step data analysis by using SPSS. Translated by: Balcı, S. and Ahi, B. Ankara: Anı Publications.
  • Pamukçu, S. S. & Özer, M. C. (2015). The age of start playing piano in children and evaluation of the music teaching methods. Ege University Journal of State Conservatory of Turkish Music, 7, 29 – 38.
  • Pausch, M. (2019). Adaptive piano lessons: An incredible adventure. Clavier Companion, 11(1), 20-24. Sager, T. (2022). Music theory. In Z. Nacakçı & A. Canbay (Eds.), Music Culture (pp.305-329). Ankara: Pegem Academy.
  • Sönmezöz, F. (2014). The division of the works used in piano education in undergraduate level at departments of music education according to midterms in terms of the criteria for the evaluation of behaviours of playing piano. Art Education Journal (SED), 2(1), 64-101.
  • Şahin, P. & Yadigaroğlu, Z. (2018). Teacher's and student’s opinions on Turkish music pieces used in fine arts high school piano lesson curriculum. Ihlara Journal of Educational Science, 3(2), 187-195.
  • Tabachnick, B. G. & Fidell, L. S. (2013). Using multivariate statistics. (6th Edition). NewYork: Pearson Education.
  • Toprakçı, E. (2017). Sınıf yönetimi. Pegem Akademi Yayınevi, 3.Baskı
  • Tunçer, D. Ö. & Doğrusöz, N. (2013). The Dalcroze Approach with 36-72 month-old children: Game examples. Academic View Journal, 36, 1 - 20.
  • Ünal, İ. (2006). Approaches of the teachers who teach 6-8 year old children piano education in the related institutions on creative drama as one of the piano training at the phase of starting. Unpublished Master Thesis, Dokuz Eylül University Educational Science Institute.
  • Viviers, H. A., Fouche, J. P. & Reitsma, G. M. (2016). Developing soft skills (also known as pervasive skills) usefulness of an educational game. Meditari Accountancy Research, 24(3), 368-389.
  • Yıldırım, B. (2015). Impact of educational games and feedback-correction on level of learning and permanency. Unpublished Master’s Thesis, Necmettin Erbakan University Institute of Educational Sciences.
  • Yöndem, S. (2016). Reflection of irregular measures in traditional Turkish folk music to school songs. The Journal of Academic Social Science Studies, 48, 241-247.
  • Zhang, H. (2018). Problems and suggestions on piano course teaching in pre-school education major in colleges and universities. Advances in Social Science, Education and Humanities Research, 232, 908-911.
Toplam 49 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Eğitim Üzerine Çalışmalar
Bölüm Eğitim Bilimleri ve Alan Eğitimi Bilimleri
Yazarlar

Mehmet Kayhan Kurtuldu 0000-0003-0064-9144

Cemre Deniz Kubaliç 0000-0002-8857-3115

Yayımlanma Tarihi 30 Ağustos 2023
Yayımlandığı Sayı Yıl 2023 Cilt: 14 Sayı: 4

Kaynak Göster

APA Kurtuldu, M. K., & Kubaliç, C. D. (2023). Impact of Walking Game Activity on Teaching of Asymmetrical Rhythms in Piano Education / Piyano Eğitiminde Yürüme Oyunu Etkinliğinin Aksak Ritimlerin Öğretilmesindeki Etkisi. e-Uluslararası Eğitim Araştırmaları Dergisi, 14(4), 180-194. https://doi.org/10.19160/e-ijer.1283606
 Kapak Resmi İndir

This journal uses a CC BY-NC-SA license.


[email protected]        http://www.e-ijer.com       Adres: Ege Üniversitesi Eğitim Fakültesi  Bornova/İzmir