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Title: 12-15 Yaş Grubu Çocukların Müzik Eğitiminde Kullanılan Basit Halk Ezgilerinin Incelenmesi
Authors: Emiralioğlu, Afşin
Ayaz, Hakan
Keywords: Eğitim ve Öğretim
Halk müziği
Müzik eğitimi
Education and Training
Folk music
Music education
Issue Date: 1997
Publisher: Sosyal Bilimler Enstitüsü
Institute of Social Sciences
Abstract: İlköğretimde kullanılan basit halk ezgilerinin incelenmesi" konulu bu çalışma, çocuk müziklerinde kullanılan "halk ezgileriyle" sınırlı tutulmuştur. Çocuklar üstün yetenekli ve normal yetenekli olmak üzere iki şıklı düşünülmüştür. Çalışma ilköğretim öğrencisi normal yetenekli çocuklar bazı alınmak suretiyle yapılmıştır. Üstün yetenekli çocuklar için ise, veli ve öğretmenlere yol gösterici pedagojik bilgilere yer verilmiştir. Çocukların yaşları, kas yapılan, ilgileri tesbit edilmiştir. Ergenlik dönemi geniş olarak ele alınmıştır. Ergenlik dönemiyle ilgili olarak hem psikolojik veriler artarılmış, hem de 12 - 15 yaşlar arasında bulunan yaklaşık 600 kadar öğrenciye yazılı test uygulanmıştır. Bu araştırmadaki amaç, üzerlerinde uygulama yapılan çocukları daha yalandan tanımaktadır. Bu sayede konusu daha çok sevgi ve aşk üzerine olan "halk ezgilerinin" özelde ergen, genelde ise, tüm ilköğretim çocukları açısından bir incelemesini yapmaktır. Çalışmada amaç, ilköğretimde kullanılan ya da kullanılmış halk ezgilerinin bir dökümünü yapmak değil, amaç, çocuklara eğitim müziği olarak uygulanana basit halk ezgilerinin çocuk müzik kriterleri açısından yerini ve değerini saptamaktır. Araştırma; inceleme, gözlem ve röportaj yöntemleri kullanılmak suretiyle yapılmıştır. Bu çalışmada ele alman ezgilerin çoğunun, söz, ritm ve melodik açılardan çocuklar için uygun oduğu tesbit edilmiştir. Ancak istisnalara, özellikle de söz açısından bazı müşküllere de rastanmıştır. İncelemede çocuklara öğretilebilecek halk ezgilerinin taşıması gereken özelliklere de bol bol işaretler vardır.
This recearch aims at studying of the folk songs studied in primary education. There are many folk songs which are the products of Turcish culture. Some of these folk songs are simple enough for children to sing, and most of these are used in educational music, but they everen't composed for them, because the composer is unknown. They belong to people (or public) They consist of the structures which are not used in the world, like 5/8, 7/8, 9/8, This character is familiar to the children growing up in Turkish culture, but sometimes they are a bit hard for them. The times like 2/4, 3/4 and 4/4 are easier. It's known that the songs sung by children should be simple. On the other hand the play world of the child should be related to the growing problems. The words should be related to the aim of the contemprary education. The songs which haven't these characters are not suitable for children. In this research, it has been determined that the simple Turkish folk songs are suitable for children. But the world in folk songs don't suit the soul of childern all the time, and they don't addel anything to their imagination. Since the words of songs are usually about love, they address to elder ones. We can say that simple Turkish songs are usually suitable for children, m but the songs to be tought should be selected very carefully accoording to the worlds, melody and rhythm and the age and interest of the children. Why is it necessary to examine the psychological periods of children who are on the primary school ages? Because, the aim is to know everything about the children who are examined. Psychological periods have been explained from several points of view in different psychology books. Statements of psychologists are different too, although they are not exactly opposite. This contradiction comes from the differences of culture, time and Geography in which they live. We are trying to get information about children's age periods and music pedagogy. Unfortunately it is not known any book written about the connection between music and human being. For this reason we tried to collect the seperate knowledges, to put them together and to comment them correctly. The most important thing was to establish the interests of the children according to their ages. So, we could be able more or less to realize if the melody and its text suitable or not for the groups to which the children belong. There are two factors in realizing it. One of them is the difference between children's musical interests and the other is the musical environment of children they live since their birth. If it is necessary to give an example, the children who was born after the increaisng of private TV and FM channals, are interested in music more than their mothers and Fathers. We can see this theory a lot of families children especially who was born after 1991. IV It is possible to say that if we only want to teach music or sing a song or develop their music memory, it is easy. The porblem is to write a song and stabilize the special features ot musics which will be applied at schools. But the basic problem is to opply these special features accorting to period of time. Child must learn music and commit memoriy its melody and words by listening it. Even the children don't understand the song's words, they can struggle to sing it. That is to say; they can't connect their own world with the song's words everytime. Child sings the mus ichs which processed subjects that he or she knew and recognized, in a funny way. For example if the subject is birds, toys, balloons... exc, the child doesn't think that to study these subjects is boring until 4 - class in primary school In primary school, at first class the aim is to learn reading and to recognize the numbers. This continues by increasing at second and third class. İn this time child learns these songs from ear to ear and sings them. The child will join to the music somehow he hears, keeps tempo, plays with rithmic and sing a song. As he sings he lives the music. There fore he loves the music and learns the songs. If we put in the idomway " music will be learned by music" or music could be learned to live with it. Triditionally if we say "it's a sing a song" The kid will ability the form, nuans and melodies without named the music. That makes to get ready him to learn the notes. One of the important thing is, the choosing music shaould be suitable to his spirit and physical condition to choose an instrument, to start the music of age all are important The fourth, fifth and sixth classes are should be very valuable time, especially during this time to learn an instrument will be very intresting for them but the choosing notes should be simple. And the instrument must be for his interest abilities and simple, to play, to use simply the organ, bango and etc, could be. But this offer isn't for the kids who has special abilities. Because the children who has special abilities could play a different insrument like viole at the age of five or six A violinist child who is five years old, have lessons one hour perweek, could learn moiny music scan in a year. The children without a special ability should not recommended for the difficult insrument like theread instrument. It will bring to makes it according difficulties even to voiced the notes for similar reasons some instrument should not be recomended like some instrument need breath and finger coordination but instead the play the organ brings simplier to make the notes and voice. As a summary; a child must have -Listening impulse -Desire to join the lesson. -Comprehension more than ability -The aim must motivate the child. - If the rhythm and music are not the parts of his first plays, the language and the symballs of music are not meaningful for the child. VI -To let the child to know about the ensrumants, using in the part. (Playing the pai) -To let the that child that music must take part the child's life with his interests. - To interested in music mustn't be lover degree, punish and competition for the child. -Concert can give some wishes to the child to play an enstrumant -The orkestration and the stroy must be understandable
Description: Tez (Yüksek Lisans) -- İstanbul Teknik Üniversitesi, Sosyal Bilimler Enstitüsü, 1997
Thesis (M.A.) -- İstanbul Technical University, Institute of Social Sciences, 1997
Appears in Collections:Müzikoloji Lisansüstü Programı - Yüksek Lisans

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