Flüt eğı̇tı̇mı̇nde teknolojı̇ desteklı̇ eşlı̇k kullanımının öğrencı̇lerı̇n seslendı̇rme düzeylerı̇ne katkısı
Date
2024-07-02
Authors
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Journal ISSN
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Publisher
Bursa Uludağ Üniversitesi
Abstract
Bu araştırma flüt eğitiminde teknoloji destekli eşlik uygulamalarının öğrencilerin seslendirme düzeyi ve müzikalitesine katkısının belirlenmesi amacıyla gerçekleştirilmiştir. Araştırmada karma araştırma yöntemlerinden açıklayıcı sıralı araştırma modeli kullanılmıştır. Araştırmanın nicel basamağında verilerin toplanması için 2023-2024 eğitim – öğretim yılı güz döneminde Bursa Uludağ Üniversitesi Eğitim Fakültesi Müzik Eğitimi Ana Bilim Dalında öğrenim gören ve homojen yapıdaki flüt öğrencilerinden oluşan 10 kişilik çalışma grubu oluşturulmuştur. Araştırmanın nitel basamağında tüm araştırma grubu öğrencileri ve flüt eğitimcileri ile görüşmeler gerçekleştirilmiştir. Teknoloji destekli eşlik kullanımının öğrencilerin seslendirme düzeyine katkısını belirleyebilmek amacıyla video kaydı alınan eser bölümlerinin değerlendirilmesine yönelik “dereceli çalgı performansı değerlendirme formu(rubrik)” kullanılmıştır. Araştırmada toplanan veriler normal dağılım göstermesi nedeniyle parametrik testlerden ilişkili ölçümler için t test (paired-samples t test) kullanılmış ve “eşlikli ve eşliksiz seslendirdikleri bölümler arasında seslendirme düzeylerinde anlamlı farklılık varmıdır?” sorusunun cevabı aranmıştır. Görüşmeler yoluyla elde edilen nitel veriler içerik analizi yöntemi kullanılarak çözümlenmiştir. Araştırma ile teknoloji destekli eşlik uygulamalarının flüt eğitiminde kullanımının öğrencilerin seslendirmelerine anlamlı düzeyde katkı sağladığı sonucuna varılmıştır. Öğrenci ve eğitimci görüşlerinden teknoloji destekli eşlik kullanımının özellikle eşlikçi (piyanist) ile çalışılamayan durumlarda hazırlık sürecinde ve birliktelik üzerine oldukça katkı sağladığı belirlenmiştir. Yapılan kıyaslamalarda öğrencilerde teknoloji destekli eşlik uygulaması ya da eşlikçi (piyanist) ile çalışmada yaşanan kaygı durumu değişiklik göstermektedir. Buna karşın hem öğrenciler hem de eğitimciler teknoloji destekli eşlik uygulamalarının canlı eşlikçinin (piyanistin) yerini tutamayacağı yönündeki fikirleri ortaktır.
This study was implemented to identify the contribution of technology-based accompaniment practices in flute education to the instrument-performing level of students and their musicality. The exploratory sequential research model, one of the mixed research methods, was utilized in the study. In an attempt to collect the quantitative data of the study, a study group of 10 people, consisting of homogeneous flute students studying at the Music Education Department of Faculty of Education, Bursa Uludağ University was constituted in the fall semester of the 2023 and 2024 academic year. In the qualitative research stage, interviews were conducted with all study group students and flute instructors who used the technology-based accompaniment in their training. In order to identify the contribution of technology-based accompaniment to the instrument-performing level of students, a “graded instrument performance evaluation form (rubric)” was utilized to evaluate the video-recorded movements of the musical pieces. Semi-structured interview questions were used to obtain the qualitative data. Since the data collected in the study demonstrated a normal distribution, the t test for related measurements (paired-samples t-test), one of the parametric tests, was utilized and the answer to the question following was sought: “Is there a significant difference in the performance levels of the movements performed with and without accompaniment?”. In this study, the qualitative data collected through interviews were analyzed using the content analysis method. It was revealed based on the views of the students and instructors that the use of technology-based accompaniment contributed significantly to the preparation process and partnership, especially in cases where it was not possible to cooperate with an accompaniment. In the comparisons made, the anxiety experienced by the students while performing with a technology-based accompaniment application or an accompaniment varied. Nevertheless, both the students and instructors commonly agreed that the technology-based accompaniment applications simply clearly could not replace a live accompaniment.
This study was implemented to identify the contribution of technology-based accompaniment practices in flute education to the instrument-performing level of students and their musicality. The exploratory sequential research model, one of the mixed research methods, was utilized in the study. In an attempt to collect the quantitative data of the study, a study group of 10 people, consisting of homogeneous flute students studying at the Music Education Department of Faculty of Education, Bursa Uludağ University was constituted in the fall semester of the 2023 and 2024 academic year. In the qualitative research stage, interviews were conducted with all study group students and flute instructors who used the technology-based accompaniment in their training. In order to identify the contribution of technology-based accompaniment to the instrument-performing level of students, a “graded instrument performance evaluation form (rubric)” was utilized to evaluate the video-recorded movements of the musical pieces. Semi-structured interview questions were used to obtain the qualitative data. Since the data collected in the study demonstrated a normal distribution, the t test for related measurements (paired-samples t-test), one of the parametric tests, was utilized and the answer to the question following was sought: “Is there a significant difference in the performance levels of the movements performed with and without accompaniment?”. In this study, the qualitative data collected through interviews were analyzed using the content analysis method. It was revealed based on the views of the students and instructors that the use of technology-based accompaniment contributed significantly to the preparation process and partnership, especially in cases where it was not possible to cooperate with an accompaniment. In the comparisons made, the anxiety experienced by the students while performing with a technology-based accompaniment application or an accompaniment varied. Nevertheless, both the students and instructors commonly agreed that the technology-based accompaniment applications simply clearly could not replace a live accompaniment.
Description
Keywords
Birlikte seslendirme, Eşlik, Flüt eğitimi, Performans, Teknoloji destekli eşlik, Accompaniment, Ensemble, Flute training, Performance, Technology-based accompaniment