Is Experiential Learning Possible with Active Music Education?

Kivanc Aycan

doi:10.5772/intechopen.93754

Abstract

This study was designed to understand the effects of experiential learning style test on elementary music and movement education experiences of students. Despite the general music education in Turkey elementary music and movement, education was used. The students were expected to gain experience, by the way, perceiving the rhythm of the words, singing, dancing, and playing free and regular games. The rhythm studies similar to the prosody written according to the rules of classical Ottoman poetry were developed with the participants. And also the students interpreted the test results according to these experiences. At the end of the study, the rhythm studies similar to the prosody written according to the rules of classical Ottoman poetry were developed with the participants. While the rhythm of the syllables and words were studied by the applications and also the letters were provided with the correct accent and intonation during the syllables. The experiential learning style test was used to understand how the students affected their elementary music and movement education experiences. And also the students interpreted the test results according to these experiences.

Highlights

Through the active music education approach and methods, it will be possible for individuals, who will develop to be versatile, to discover themselves and their learning styles
The active music education experiences of these teachers are limited to special teaching methods and games, dance, and music lessons
The answers to the following questions were sought: Do the activities carried out for 14 weeks of lessons, in the basic sciences program and music education course in the fall of 2017–2018 have any relation to the elementary music and movement training? Could you comment on learning styles that emerge according to the Kolb-3 learning style? The writing format of the assignment was APA 6 style, which is the preferred format in academic writing, with the font Times New Roman 12 pt, in a justified alignment format

Summary

Introduction

Their vision of the future, and what type of students they want to raise are important (one-dimensional academics or multifaceted academics who are artistic and knowledgeable about physical development, etc.). Through the active music education approach and methods, it will be possible for individuals, who will develop to be versatile, to discover themselves and their learning styles. An example of this system in the world is the elementary music and movement education in Finland in which students gain experience by talking, singing, accompanying to the rhythm of words, exploring, playing games with and without rules (sound games, etc.), and dancing. With general knowledge in music education who Education at the Intersection of Globalization and Technology are partially specialized in their fields (experts who partly play instruments such as piano, recorder, baglama, guitar, and sing), are usually trained. The active music education experiences of these teachers are limited to special teaching methods and games, dance, and music lessons (among the courses added during restructuring by the Council Higher Education in 1996)

Methods

Results

Conclusion