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|Title:||Geçmişten Günümüze Eğitimimizde Çocuk Şarkılarının Kronolojik Gelişimi|
|Other Titles:||Children's Chrondogical Development The Education Form The Past To Present|
|Publisher:||Sosyal Bilimler Enstitüsü|
Institute of Social Sciences
|Abstract:||Tezimi hazırlarken yaptığımız incelemelere göre, okullarımızda müzik eğitimine yeterince önem verilmediği sonucuna varmaktayız. Çocuklarımız ve gençlerimiz yıllarca kendi öz müziğimizden uzaklaştırılmak zorunda bırakılmışlardır. Bu büyük bir eksikliktir. Vatanına, kültürüne sahip çıkabilecek gençlerin yetişmesinde milli kültürümüzün önemi büyüktür. Bunun için de milli değerlerimize önem vermemiz gerekir. Milli kültürümüzü ayakta tutan öğelerden biri de Türk Musikisidir. Türk Musikisi büyük bir kültür birikimini ve uzun bir sanat geleneğini yansıtır. Çocuklarımız eğitimlerinin daha ilk yıllarında kendi kültürlerine ters,başka ulusların ezgileriyle eğitilmekte kulakları yabancı şarkılarla doldurulmaktadır. Yönlendirilmeye, eğitilmeye hazar olan çocuklarımızı, yabancı kültürlerle besleme, bizi ancak kendi kültürümüzden uzaklaştırmaya yarar. Yıllar boyunca sözünü ettiğimiz düzende verilen yabancı kökenli müzik eğitim, son 15 yıl içinde düzeltilmeye başlanmıştır. Kültürel yozlaşmaya karşı çıkabilmenin en iyi yolu çocuklarımıza, öz değerlerimizi, kendi müziğimizi tanıtmak ve sevdirmektir.|
In the view of the research on "Children's Chrondogical Development the Education form the Past to Present, we realized taht the history of music education and children songs date back to 1870's. Music education started at the palaca at the time of Ottoman Empire. Thechildren who were going to be trained as musicians at the palace used to be gothered. Then they used to be chosen according to their talents on music. The teachers who came from out of the palace used to teach music to these sutdents and the teachers were called "Muallim - I Enderun-i Hümayun" (palace teacher) The boy musicians of the palace were trained to be busicians as it is given above. As for the women, they were trained in the harem. Meanwhile, the children out of the palace were educated at the scools called "Sibyan or Mahalle Schools". The code of Music Education was issued during the Ottoman Empire in the year of 1869. This was first put into practice at Girls Shcools and Normal Schools for Girls. iv In addition, the first music lessons were started at secondary schools in 1870. Then it was added in the curriculum of Istanbul Nromal School. In 1914, music education was given at lycee clases. The music education had developed at the palace, sibyan schools, rüstiyes - a kind of secondary school - and lycee during the Ottoman Empire. In 1924, the first music Teachers Training School was opened by Osman Zeki Üngör. All this time the concern was that the new progress made in the fields especially regarding Mustafa Kemal should be paralleled in music. One of the first steps was to send some talented young poeple to be educated in the field of modern music. Returning with the knowledge they had gained, the so - called "Turkish Quintet" i.e. Cemal Reşit Rey Ulvi Cemal Erkin, Hasan Ferit Alnar, Ahmet Adnan Saygım, Necil Kazım Akses, created the foundations of modern Turkish music. These composers using the rules of western music composed Turkish music that formed the basis of the Turkish school music repertoire. At the beginning of Republic of Turkey; the educational system was modernized according to Atatürk's revolutions. In the modern education system, music teachers made steady progress following a legal, programmed organisation both general and professional they have achireved a modern and international quality. At the very beginning, the curriculum consists of basic knowledge of music, new songs, adopted songs from other languages and folk songs. And in 1950, folk music was added in the curriculum. From the establishment of the Turkish Republic the Turkish education system has progressed with multifaceted and determined work to all areas and within this, music teachers have made a strong impact both generally and professionally. The year of 1960 was the beginning of the very important changes in music education. In 1981, music education was put into practice into kindergartens. Since the I960' s the importance of pre - school music has been recognised and has been implemented since the 1970's. The Turkish Pre - School Child Development and Education Project (1979) and X th. ministry of education pre - school programs (1981). Until the year of 1948, music education had been given at Town Schools, but that year music education was given at village schools. VI Music lessons were first introduced in middle and general high school programs in 1952. Between 1952 and 1974 it was taught as a compulsory optional lesson, between 1974 and 1978 as an optional lesson and since 1978 again as a compulsony optional lesson. As it is seen, the new school songs were composed according to the Western norms. We can categorize school songs in four groups: 1. Adapted Songs 2. Style Songs 3. Folk Songs 4. Turkish Classical Music Based songs. The songs whose words are Turkish but the melodies are forign orijin are called adapted songs. This was carried out thus: A new tune is taken, the Turkish words are ordered and the resulting song is spread thorughout the school thus becaming a part of the school repertoire. The songs whose melodies are cmopletely from other sources are designde as school songs are called orianted songs. These, following as they do the major and minor scales of western music, are created by Turkish composers who are striving after the vii aesthetic appeal of the western music they admire. However the result is a song with a form and flavour that is foreign to the Turkish people. Folk songs are composed for school children in a new styel are folk songs. Everything in those songs are completely Turkish. Apart from the orianted songs and classical Turkish music based songs belong to our society. Unfortunately in education in our country, Turkish school songs and the folk songs of different societies are the basis of music education. The basic direction of music education should not be a desire to copy but should rather be songs that are personally accepted and suitable. The problem is that the creations of composers are kept out of music education. Children songs hav egained their independence since 1980's. It's obvious that cmopletely Turkish culture based songs should be taught to our children.
|Description:||Tez (Yüksek Lisans) -- İstanbul Teknik Üniversitesi, Sosyal Bilimler Enstitüsü, 1996|
Thesis (M.A.) -- İstanbul Technical University, Institute of Social Sciences, 1996
|Appears in Collections:||Müzikoloji Lisansüstü Programı - Yüksek Lisans|
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