Research Information System
Thesis Type: Postgraduate
Institution Of The Thesis: Gazi University, Eğitim Bilimleri Enstitüsü, MÜZİK EĞİTİMİ ANABİLİM DALI, Turkey
Approval Date: 2019
Thesis Language: Turkish
Student: PELİN KENDİRLİ
Supervisor: Şebnem Yıldırım Orhan
Open Archive Collection: AVESIS Open Access Collection
Abstract:
Educational programs were restructured by changing and developing due to reasons such
as the needs of the country, music education policie s, changing political profiles and the
importance of leaders to music. Since the founding of the Republic until the present day,
the Minister of National Education has ‘Music Course Curriculum which is structured for
the primary music course. Elementary pr imary education music lesson curriculum is an
important guide fort he students to learn the subjects of music lessons. Music teachers
should be taught according to this curri curriculum. In this study, 1968, 1969, 1971, 1989,
1994, 1995, 1997, 2002, 2006, 2007 and 2017 created primary school 1 st , 2 nd , 3 rd , 4 th , 5 th )
class primary school primary music lesson. The comparison of the curricula has been
demonstrated. The programs reached in the study are the programs that emerged as a result
of clear casting a nalysis under the title of primary school primary music lesson in the
archive of the Board of Education. In this study, primary school elementary music lesson
teaching programs; vision, mission, general structure, contextual structure, program names,
progr am titles, unit subject names and was evaluated by limiting the initial gain. 1969,
1971, 1989 programs are similar. 1994, 1995, 1997, 2002 programs are the same. The 2007
program, which corrected after 2006, was updated by adding some special teaching
met hods. The program created in 2017 varies with the additions and updates made on the
2006 and 2007 program, as well as the use of the developing techonology in music lessons
in 21st century. In the program created in 2017, the topic of values education, spi ritual
days, religious days holidays issues are included. In the research, primary school
elementary music lesson teaching programs (1 st , 2 nd , 3 rd , 4 th , 5 th grade) were evaluated with
content analysis. As a result; in the 21 st century, which is added to th e 2017 curriculum,
which is remarkable in terms of vision in the comparison of curricula, is to provide a place
for music lessons in developing technology. In this way, it is aimed to educate students
who can benefit from music Technologies with the develo ping age. After 2006, in the
curricula compared to the generalh structure, the term of year learning area “was replaced
with one year gain instead of unit subject titles. When we look at the contextual structures
viii
and models, the name “Music Course Curricul
and models, the name “Music Course Curriculum” has been used in 1994 and instead of um” has been used in 1994 and instead of behaviorist education model 1994, 1994 modern education model context has been used. behaviorist education model 1994, 1994 modern education model context has been used. Thus, instead of taking the information directy from the teacher, the students have reached Thus, instead of taking the information directy from the teacher, the students have reached their own efforts and transformed the their own efforts and transformed the knowledge into a gain in their lives. When we look at knowledge into a gain in their lives. When we look at the program names, as metioned above, the curriculums are included in the Primary School the program names, as metioned above, the curriculums are included in the Primary School Program; after 1994, it started to be used as the Music Teaching Program. SubjectProgram; after 1994, it started to be used as the Music Teaching Program. Subject--unit unit content titles have been rcontent titles have been replaced by learningeplaced by learning--areaarea--gain titles. In thi unitgain titles. In thi unit--subjectsubject--learning learning field comparisons, the area of learning in the 2006field comparisons, the area of learning in the 2006--2007 curriculum was replaced by the 2007 curriculum was replaced by the teaching lmisteningteaching lmistening--saying topic in the 2017 curriculum. Because the age group is small in saying topic in the 2017 curriculum. Because the age group is small in playing thplaying the instrument and the lack of course hours because oüf the expected feedback e instrument and the lack of course hours because oüf the expected feedback could not be received. The comparison of the first gains was considered as the first factor could not be received. The comparison of the first gains was considered as the first factor that the student would encounter in the music class when he went to school, and all that the student would encounter in the music class when he went to school, and all teacteaching programs were compared in terms of their initial gains. Each year, there are hing programs were compared in terms of their initial gains. Each year, there are similarities and differences in each class level. Therefore; while renewing the prgrams, the similarities and differences in each class level. Therefore; while renewing the prgrams, the needs of the country, the developments in technology, taking into account the valneeds of the country, the developments in technology, taking into account the values and ues and culture of the country, and creating new knowledge, value and artistic aesthetics that will culture of the country, and creating new knowledge, value and artistic aesthetics that will contribute to the development, the music teachers who practice the program have been contribute to the development, the music teachers who practice the program have been tried for less than one year and after the conirmation is recommended.tried for less than one year and after the conirmation is recommended.
Anahtar Kelimeler
Anahtar Kelimeler : : Teaching, program, teaching program, curriculum program, Teaching, program, teaching program, curriculum program,
contemporary program.contemporary program.