Abstract
The purpose of this study is to determine the perceptions of prospective music teachers towards Traditional Turkish Art Music course by means of metaphors. Phenomenological design, one of qualitative study methods, was used in the study. The study group of our research consists of juniors and seniors studying in the Music Education Division, Department of Fine Arts Education, Faculty of Education, Çanakkale Onsekiz Mart University in the spring term of the academic year 2014–2015. Fifty five students participated in the study, and study data were obtained after the students filled in the expression “Traditional Turkish Art Music course is like/similar to .….. because ……” Obtained data were analyzed by using the content analysis technique, and the metaphors produced, their frequencies and percentages were determined and categorized. Within the scope of the study, it was observed that students produced 74 metaphors for Traditional Turkish Art Music. Metaphors produced by the participants were arranged under 7 categories in the light of the statements made and their perception towards the course was assessed. Key words: Music teaching, traditional Turkish Art Music course, perspective, metaphor, content analysis.
Highlights
Traditional Turkish art music, with its composed and cumulative artistic production and positions, techniques, forms and instruments, has for centuries been the most important part of Turkish culture. This type of music has a radical convention of education and from the perspective of implementation; it has a special method of education
It can be said that the traditional Turkish art music, which has a radical convention of education, was incrementally devoid of government’s assistance in the perspective of both performance and education with the beginning of the declaration of imperial edict of Gülhane and during the establishment of the Republic
There are tables and comments related to the metaphors developed for the “Traditional Turkish Classical Music course” concept by 55 junior and senior students who participated in the study
Summary
Traditional Turkish art music, with its composed and cumulative artistic production and positions, techniques, forms and instruments, has for centuries been the most important part of Turkish culture. This type of music has a radical convention of education and from the perspective of implementation; it has a special method of education. It can be said that the traditional Turkish art music, which has a radical convention of education, was incrementally devoid of government’s assistance in the perspective of both performance and education with the beginning of the declaration of imperial edict of Gülhane and during the establishment of the Republic. After 1986, was Traditional Turkish art music included in the music lessons curriculums in junior high school and high school. After this curriculum change; the extent of the traditional music went on extensionally (Akkaş, 1997)
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