Araştırma Makalesi
BibTex RIS Kaynak Göster

Opinions of lecturers in music education department about assessment and evaluation of the violin and viola exams

Yıl 2023, Cilt: 11 Sayı: 2, 289 - 307, 30.06.2023

Önder Mustul Yakup Aksoy

https://doi.org/10.12975/rastmd.20231127

Öz

Trying to obtain reliable models for the assessment of instrumental performance in music education, which is a dimension of education, involves various challenges. The difficulties during the assessment become more complex, especially in instruments such as violin and viola, which require a large number of skills. The aim of this study is to determine how the assessment-evaluation process is carried out in violin and viola final exams in Music Education Departments in Turkey. The research is a qualitative study designed with a case study design. The study group consists of 22 lecturers conducting violin and viola courses in music education departments in 16 different universities in Turkey in the academic year 2022- 2023. The data collected through a semi-structured interview form were analyzed using descriptive and content analysis techniques. As a result of the study, it was seen that the participants mostly evaluated the students in the final exams with a commission consisting of string instruments instructors, however, a considerable number of instructors evaluated the students only by themselves. Most of the participants stated that they evaluated the students in the final exams on criteria such as violin viola grip, bow grip, application of bowing techniques, playing monophonic etudes, playing works or parts of works, musicality, physical setup, scale playing and arpeggio playing. The results that proper physical setup, proper violin viola grip and bow grip prevent physical problems, improve technical skills, contribute to correct intonation and increase tone quality are predominantly noticeable. It has been determined that playing scales and arpeggios creates a preliminary preparation for the etudes and pieces to be played by the student, applying different bowing techniques shows the level of the student, playing monophonic etudes provides technical gains and playing duophonic etudes contributes to intonation. It was concluded that playing a piece or part of a piece contributes to musicality, and playing with piano accompaniment enables the piece to be played in intonation, tempo and integrity by recognising its original form. In addition to these evaluation criteria mentioned by the participants, it was stated that students should be evaluated in terms of performance during the semester, attitude towards the exam, vocalization of maqam melodies, attendance to the lesson and awareness of the repertoire played in the exam.

Anahtar Kelimeler

assessment and evaluation music education music education curriculum instrument education viola exam violin exam

Kaynakça

  • ABRSM (The Associated Board of the Royal Schools of Music) (2011). Violin scales & arpeggios. ABRSM Publishing.
  • Akinci, S. (1998). Keman eğitimine öğrenmenin geliştirilmesini sağlayan koşullar açısından bakış (Violin education from the perspective of conditions for the development of learning). M. Ü. Ataturk Education Faculty of Educational Sciences Journal, 7, 1-10.
  • Alpagut, U. (2004) Keman eğitiminde kurul önünde gerçekleşen sınavlarda değerlendirmede standardizasyon (Standardisation in the evaluation of exams in front of the board in violin education). 1924-2004 Musiki Muallim Mektebinden Günümüze Müzik Öğretmeni Yetiştirme Sempozyumu. SDU.
  • Atak-Yayla, A. (2021). Enstrümantal müzik performansının değerlendirilmesi (Evaluation of instrumental music performance). In Aytemur, B. & Onay E. (Ed.) Flüt ve flüt pedogojisi (Flute and flute pedagogy) (pp. 31-59). Eğitim.
  • Baltaci, A. (2017). Nitel veri analizinde Miles-Huberman Modeli (Miles-Huberman Model in Qualitative Data Analysis). Ahi Evran University Social Sciences Institute Journal, 3(1), 1-15.
  • Basbug, C., Kaya, A. (2022). The effects of the success ranking of basic proficiency test in special talent selection exam for music education program. Trakya Journal of Education, 12(3), 1356-1371.
  • Bergee, M. J. (2003). Faculty Interjudge reliability of music performance evaluation. Journal of Research in Music Education, 51(2), 137–150.
  • Buyukozturk, S., Cakmak, E. K., Akgun, O. E., Karadeniz, S., & Demirel, F. (2019). Bilimsel araştırma yöntemleri (Scientific research methods). Pegem Akademi.
  • Creswell, J. W., & Clark, W. L. P. (2015). Designing and conducting mixed methods research. Sage publications.
  • Coban, S. (2011). Müzik öğretmeni adaylarının bireysel çalgı eğitimi dersi dönem sonu sınavları ile ilgili düşünceleri (Views of the candidates music teachers on the individual instrument lesson final exam evaluation. Dokuz Eylül University Buca Faculty of Education Journal, 31, 115-127.
  • Dalkiran, E. (2006) Keman eğitiminde performansın ölçülmesi (Measurement of performance in violin education). Doctoral Thesis. Gazi University, Ankara, Turkiye.
  • Derican, B., & Albuz A. (2008). Viyola öğretiminde Türk müziği dizilerine dayalı oluşturulan makamsal içerikli etütlerin işlevsellik durumlarına ilişkin öğretim elemanın görüşleri (Opinions of faculty members on the functionality of etudes with Turkish modal characteristics based on Turkish musical scales in viola ınstruction). Bayburt University Education Faculty Journal, 3(2), 34-43.
  • Fisher, S. (1997). 300 Exercises and practise routines for the violin. Edition Peters.
  • Ganioglu, T. (2016). Keman çalma eğitiminde sol el teknikleri (Left hand techniques in violin playing education). Akademisyen.
  • Giraldo S., Waddell G., Nou I., Ortega A., Mayor O., Perez A., Williamon A., & Ramirez R., (2019). Automatic assessment of tone quality in violin music performance. Frontiers in Psychology, vol.10, article 334, 1-12.
  • Glesne, C. (2015). Nitel araştırmaya giriş (Introduction to qualitative research). (Trans:A. Ersoy & Yalcinoglu, P.). Anı.
  • Goss, H. (2022). Student learning outcomes assessment in higher education and in academic libraries: a review of the literature. The Journal of Academic Librarianship, 48(2) 1-9.
  • Johansson, M. (2015). On the relationship between technique and style: The case of the violin. Music Education Research, 17(2), 127-140.
  • Karakus, Z., & Tufan, E. (2018). Başlangıç piyano eğitiminde dört el kullanımının önemi (The importance of four-hand use in piano training at the beginning stage). Online Journal of Music Sciences, 3(2), 122-149.
  • Leeuwenkamp, K. J. G, Brinke, D. J., Kester, L. (2017). Assessment quality in tertiary education: An integrative literature review, Studies in Educational Evaluation, 55, 94- 116.
  • Nalbantoglu, E. (2008). Yaylı çalgılar öğrencilerinin performansını etkileyen bazı faktörler ve ölçme değerlendirme yöntemleri üzerine bir araştırma (A study of some factors effecting strings students performance and of measurement and evaluation methods). Doctoral Thesis, Marmara University, Istanbul, Turkiye.
  • Naomi E. W., & David Boud (2022). The need to disentangle assessment and feedback in higher education, Studies in Higher Education, 47(3), 656-667.
  • Nicol, D. & Dick, D. M. (2008). Rethinking Formative Assessment in HE: A theoretical model and seven principles of good feedback practice.
  • Paillan, C. (2021). The pedagogical benefits of playing violin duets: A historiography, pedagogical discussion, and annotated repertoire list. Doctoral Thesis. The University of Alabama, US.
  • Parasiz, G. (2009). Eğitim müziği eksenli keman öğretiminde kullanılmakta olan çağdaş Türk müziği eserlerinin tespitine yönelik bir çalışma (A work directed towards determining contemporary Turkish music works which are used in educational- music- centered violin teaching). Sanat Journal, 15, 19-24.
  • Payne, P. D., Burrack, F., Parkes, K. A., & Wesolowski, B. (2019). An Emerging process of assessment in music education. Music Educators Journal, 105(3), 36–44.
  • Ross, V. (2013). Music learning and performing: Applying written and oral strategies. Procedia-Social and Behavioral Sciences, 90, 870-878.
  • Saban, A. (2009). Çoklu zekâ kuramı ile ilgili Türkçe çalışmaların içerik analizi (Content analysis of Turkish studies related to multiple intelligences theory). Educational Sciences: Theory & Practice, 9(2), 833-876.
  • Tabuena, A. C., Morales, G. S., Perez, M. L. A.C.(2021).Musicassessmenttechniques for evaluating the students’ musical learning and performance in the philippine k-12 basic education curriculum. Harmonia: Journal of Arts Research And Education, 21(2), 192- 203.
  • Tebis, C. (2004). Musiki Muallim Mektebi’nden günümüze müzik öğretmeni yetiştirme programındaki yaylı çalgı öğretimine ilişkin sınama, ölçme, değerlendirme durumlarının incelenmesi (Examination of testing, measurement and evaluation cases related to stringed instrument teaching in music teacher training programme from Musiki Muallim Mektebi to today). 1924-2004 Musiki Muallim Mektebinden Günümüze Müzik Öğretmeni Yetiştirme Sempozyumu Bildirisi, SDU, Isparta, Turkiye.
  • Tarkum E. (2006). Keman öğretiminde kullanılacak alıştırma ve etütlerin seçimi ve uygulanması (Choosing and applying exercises and etudes in violin teaching). ZKU Social Sciences Journal, 2(4), 175-182.
  • Uslu, M. (2012). Nitelikli keman eğitimine yönelik yaklaşımlar (Approaches for qualitative violin training). Education and Instructional Studies Journal, 1(4) 1-11.
  • Yagisan, N. (2004). Çalgı icracılarında kas-iskelet problemleri ve nedenleri (Musculoskeletal problems and causes in instrument performers). Selçuk University Social Sciences Institute Journal, 11, 561- 574.
  • Yildirim, A., & Simsek, H. (2008). Sosyal bilimlerde nitel araştırma yöntemleri (Qualitative research methods in social sciences). Seçkin.
  • Yilmaz, I. S., & Mustul, O. (2019). Güzel sanatlar liseleri ve müzik eğitimi anabilim dallarında kullanılan viyola için yazılmış eğitim-öğretim materyalleri (Educational materials for viola used in fine arts high schools and music education departments). Online Journal of Music Sciences, 4(1), 104- 121.
  • Yin, R. K. (2017). Durum çalışması araştırması uygulamaları (Case study research applications). (trans. I. Gunbayi). Nobel Akademik.
  • Yucetoker, I. (2009). Müzik eğitimi anabilim dalı piyano öğretim elemanlarının ve öğrencilerinin mevcut piyano eğitiminin durumuna ilişkin görüşleri (Opinions of the instructors and the students of the music education departments related to the present situation of the piano education) Master Thesis. Selçuk University, Konya, Turkiye

Opinions of lecturers in music education department about assessment and evaluation of the violin and viola exams

Yıl 2023, Cilt: 11 Sayı: 2, 289 - 307, 30.06.2023

Önder Mustul Yakup Aksoy

https://doi.org/10.12975/rastmd.20231127

Öz

Trying to obtain reliable models for the assessment of instrumental performance in music education, which is a dimension of education, involves various challenges. The difficulties during the assessment become more complex, especially in instruments such as violin and viola, which require a large number of skills. The aim of this study is to determine how the assessment-evaluation process is carried out in violin and viola final exams in Music Education Departments in Turkey. The research is a qualitative study designed with a case study design. The study group consists of 22 lecturers conducting violin and viola courses in music education departments in 16 different universities in Turkey in the academic year 2022- 2023. The data collected through a semi-structured interview form were analyzed using descriptive and content analysis techniques. As a result of the study, it was seen that the participants mostly evaluated the students in the final exams with a commission consisting of string instruments instructors, however, a considerable number of instructors evaluated the students only by themselves. Most of the participants stated that they evaluated the students in the final exams on criteria such as violin viola grip, bow grip, application of bowing techniques, playing monophonic etudes, playing works or parts of works, musicality, physical setup, scale playing and arpeggio playing. The results that proper physical setup, proper violin viola grip and bow grip prevent physical problems, improve technical skills, contribute to correct intonation and increase tone quality are predominantly noticeable. It has been determined that playing scales and arpeggios creates a preliminary preparation for the etudes and pieces to be played by the student, applying different bowing techniques shows the level of the student, playing monophonic etudes provides technical gains and playing duophonic etudes contributes to intonation. It was concluded that playing a piece or part of a piece contributes to musicality, and playing with piano accompaniment enables the piece to be played in intonation, tempo and integrity by recognising its original form. In addition to these evaluation criteria mentioned by the participants, it was stated that students should be evaluated in terms of performance during the semester, attitude towards the exam, vocalization of maqam melodies, attendance to the lesson and awareness of the repertoire played in the exam.

Anahtar Kelimeler

assessment and evaluation music education music education curriculum instrument education viola exam violin exam

Kaynakça

  • ABRSM (The Associated Board of the Royal Schools of Music) (2011). Violin scales & arpeggios. ABRSM Publishing.
  • Akinci, S. (1998). Keman eğitimine öğrenmenin geliştirilmesini sağlayan koşullar açısından bakış (Violin education from the perspective of conditions for the development of learning). M. Ü. Ataturk Education Faculty of Educational Sciences Journal, 7, 1-10.
  • Alpagut, U. (2004) Keman eğitiminde kurul önünde gerçekleşen sınavlarda değerlendirmede standardizasyon (Standardisation in the evaluation of exams in front of the board in violin education). 1924-2004 Musiki Muallim Mektebinden Günümüze Müzik Öğretmeni Yetiştirme Sempozyumu. SDU.
  • Atak-Yayla, A. (2021). Enstrümantal müzik performansının değerlendirilmesi (Evaluation of instrumental music performance). In Aytemur, B. & Onay E. (Ed.) Flüt ve flüt pedogojisi (Flute and flute pedagogy) (pp. 31-59). Eğitim.
  • Baltaci, A. (2017). Nitel veri analizinde Miles-Huberman Modeli (Miles-Huberman Model in Qualitative Data Analysis). Ahi Evran University Social Sciences Institute Journal, 3(1), 1-15.
  • Basbug, C., Kaya, A. (2022). The effects of the success ranking of basic proficiency test in special talent selection exam for music education program. Trakya Journal of Education, 12(3), 1356-1371.
  • Bergee, M. J. (2003). Faculty Interjudge reliability of music performance evaluation. Journal of Research in Music Education, 51(2), 137–150.
  • Buyukozturk, S., Cakmak, E. K., Akgun, O. E., Karadeniz, S., & Demirel, F. (2019). Bilimsel araştırma yöntemleri (Scientific research methods). Pegem Akademi.
  • Creswell, J. W., & Clark, W. L. P. (2015). Designing and conducting mixed methods research. Sage publications.
  • Coban, S. (2011). Müzik öğretmeni adaylarının bireysel çalgı eğitimi dersi dönem sonu sınavları ile ilgili düşünceleri (Views of the candidates music teachers on the individual instrument lesson final exam evaluation. Dokuz Eylül University Buca Faculty of Education Journal, 31, 115-127.
  • Dalkiran, E. (2006) Keman eğitiminde performansın ölçülmesi (Measurement of performance in violin education). Doctoral Thesis. Gazi University, Ankara, Turkiye.
  • Derican, B., & Albuz A. (2008). Viyola öğretiminde Türk müziği dizilerine dayalı oluşturulan makamsal içerikli etütlerin işlevsellik durumlarına ilişkin öğretim elemanın görüşleri (Opinions of faculty members on the functionality of etudes with Turkish modal characteristics based on Turkish musical scales in viola ınstruction). Bayburt University Education Faculty Journal, 3(2), 34-43.
  • Fisher, S. (1997). 300 Exercises and practise routines for the violin. Edition Peters.
  • Ganioglu, T. (2016). Keman çalma eğitiminde sol el teknikleri (Left hand techniques in violin playing education). Akademisyen.
  • Giraldo S., Waddell G., Nou I., Ortega A., Mayor O., Perez A., Williamon A., & Ramirez R., (2019). Automatic assessment of tone quality in violin music performance. Frontiers in Psychology, vol.10, article 334, 1-12.
  • Glesne, C. (2015). Nitel araştırmaya giriş (Introduction to qualitative research). (Trans:A. Ersoy & Yalcinoglu, P.). Anı.
  • Goss, H. (2022). Student learning outcomes assessment in higher education and in academic libraries: a review of the literature. The Journal of Academic Librarianship, 48(2) 1-9.
  • Johansson, M. (2015). On the relationship between technique and style: The case of the violin. Music Education Research, 17(2), 127-140.
  • Karakus, Z., & Tufan, E. (2018). Başlangıç piyano eğitiminde dört el kullanımının önemi (The importance of four-hand use in piano training at the beginning stage). Online Journal of Music Sciences, 3(2), 122-149.
  • Leeuwenkamp, K. J. G, Brinke, D. J., Kester, L. (2017). Assessment quality in tertiary education: An integrative literature review, Studies in Educational Evaluation, 55, 94- 116.
  • Nalbantoglu, E. (2008). Yaylı çalgılar öğrencilerinin performansını etkileyen bazı faktörler ve ölçme değerlendirme yöntemleri üzerine bir araştırma (A study of some factors effecting strings students performance and of measurement and evaluation methods). Doctoral Thesis, Marmara University, Istanbul, Turkiye.
  • Naomi E. W., & David Boud (2022). The need to disentangle assessment and feedback in higher education, Studies in Higher Education, 47(3), 656-667.
  • Nicol, D. & Dick, D. M. (2008). Rethinking Formative Assessment in HE: A theoretical model and seven principles of good feedback practice.
  • Paillan, C. (2021). The pedagogical benefits of playing violin duets: A historiography, pedagogical discussion, and annotated repertoire list. Doctoral Thesis. The University of Alabama, US.
  • Parasiz, G. (2009). Eğitim müziği eksenli keman öğretiminde kullanılmakta olan çağdaş Türk müziği eserlerinin tespitine yönelik bir çalışma (A work directed towards determining contemporary Turkish music works which are used in educational- music- centered violin teaching). Sanat Journal, 15, 19-24.
  • Payne, P. D., Burrack, F., Parkes, K. A., & Wesolowski, B. (2019). An Emerging process of assessment in music education. Music Educators Journal, 105(3), 36–44.
  • Ross, V. (2013). Music learning and performing: Applying written and oral strategies. Procedia-Social and Behavioral Sciences, 90, 870-878.
  • Saban, A. (2009). Çoklu zekâ kuramı ile ilgili Türkçe çalışmaların içerik analizi (Content analysis of Turkish studies related to multiple intelligences theory). Educational Sciences: Theory & Practice, 9(2), 833-876.
  • Tabuena, A. C., Morales, G. S., Perez, M. L. A.C.(2021).Musicassessmenttechniques for evaluating the students’ musical learning and performance in the philippine k-12 basic education curriculum. Harmonia: Journal of Arts Research And Education, 21(2), 192- 203.
  • Tebis, C. (2004). Musiki Muallim Mektebi’nden günümüze müzik öğretmeni yetiştirme programındaki yaylı çalgı öğretimine ilişkin sınama, ölçme, değerlendirme durumlarının incelenmesi (Examination of testing, measurement and evaluation cases related to stringed instrument teaching in music teacher training programme from Musiki Muallim Mektebi to today). 1924-2004 Musiki Muallim Mektebinden Günümüze Müzik Öğretmeni Yetiştirme Sempozyumu Bildirisi, SDU, Isparta, Turkiye.
  • Tarkum E. (2006). Keman öğretiminde kullanılacak alıştırma ve etütlerin seçimi ve uygulanması (Choosing and applying exercises and etudes in violin teaching). ZKU Social Sciences Journal, 2(4), 175-182.
  • Uslu, M. (2012). Nitelikli keman eğitimine yönelik yaklaşımlar (Approaches for qualitative violin training). Education and Instructional Studies Journal, 1(4) 1-11.
  • Yagisan, N. (2004). Çalgı icracılarında kas-iskelet problemleri ve nedenleri (Musculoskeletal problems and causes in instrument performers). Selçuk University Social Sciences Institute Journal, 11, 561- 574.
  • Yildirim, A., & Simsek, H. (2008). Sosyal bilimlerde nitel araştırma yöntemleri (Qualitative research methods in social sciences). Seçkin.
  • Yilmaz, I. S., & Mustul, O. (2019). Güzel sanatlar liseleri ve müzik eğitimi anabilim dallarında kullanılan viyola için yazılmış eğitim-öğretim materyalleri (Educational materials for viola used in fine arts high schools and music education departments). Online Journal of Music Sciences, 4(1), 104- 121.
  • Yin, R. K. (2017). Durum çalışması araştırması uygulamaları (Case study research applications). (trans. I. Gunbayi). Nobel Akademik.
  • Yucetoker, I. (2009). Müzik eğitimi anabilim dalı piyano öğretim elemanlarının ve öğrencilerinin mevcut piyano eğitiminin durumuna ilişkin görüşleri (Opinions of the instructors and the students of the music education departments related to the present situation of the piano education) Master Thesis. Selçuk University, Konya, Turkiye
Toplam 37 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Konular Eğitim Üzerine Çalışmalar, Müzik Eğitimi, Müzik Teorileri, Müzikoloji ve Etnomüzikoloji
Bölüm Orijinal araştırma
Yazarlar

Önder Mustul 0000-0002-7045-5145

Yakup Aksoy 0000-0002-9243-0133

Erken Görünüm Tarihi 27 Haziran 2023
Yayımlanma Tarihi 30 Haziran 2023
Yayımlandığı Sayı Yıl 2023 Cilt: 11 Sayı: 2

Kaynak Göster

APA Mustul, Ö., & Aksoy, Y. (2023). Opinions of lecturers in music education department about assessment and evaluation of the violin and viola exams. Rast Müzikoloji Dergisi, 11(2), 289-307. https://doi.org/10.12975/rastmd.20231127
 Kapak Resmi İndir

Yazarlarımızın editöryal süreçlerin aksamaması için editöryal emaillere 3 gün içinde yanıt vermeleri gerekmektedir.