MUSIC LESSONS AND APPLICATIONS IN CLASSROOM TEACHER EDUCATION

Özet

This research examines the current state of music lessons within the scope of subject knowledge courses in the Department of Elementary Education, Classroom Education Branch. It uses the multiple case study pattern of case study methods. In the qualitative dimension of the study, the credit/hours allocated to music lessons in teacher training programs for classroom teachers in faculties of education from 1992 onwards were examined. The findings suggest that the credit/hours allocated to music lessons in teacher training programs for classroom teachers are adequate in the recent revisions. Similar to other disciplinary areas in universities, music lesson program designs are of a "descriptive" program nature. In the quantitative dimension of the study, a "knowledge" test (n=97) consisting of 20 questions was used to measure the students' level of entry to music lessons. It was determined that students' cognitive entry levels regarding fundamental music knowledge as outlined in the music lesson program design were insufficient. Moreover, there was no change in the "knowledge test" scores between 1997 and 2023 concerning cognitive entry levels for fundamental music knowledge. Consequently, recommendations for the improvement of music education were proposed to the teaching staff conducting music lessons within the Classroom Education Branch, the program development committees, and institutions affiliated with the Ministry of National Education.