Abstract
The aim of this research is to evaluate the musical mode gains in the secondary school music lesson curriculum (2018) according to the views of the teacher. While using qualitative research methods in the study, the model used was determined as the general survey model. The study group consisted of 30 music teachers working in secondary schools of Afyonkarahisar province in 2018-2019 academic year. A semi-structured interview form developed by the researcher has been used as a data collection tool in the research. The teachers involved in the study were asked 11 questions about the musical mode gains in the programme. The data obtained were evaluated according to the content analysis and the frequency values were given and shaped according to the categories. According to the data obtained in the content analysis, it was found that secondary school music teachers had a low level of knowledge about the musical modes and the educational substructures on this subject was insufficient in terms of transferring the gains to the students and these gains were insufficient in achieving the objectives. It was concluded that the teachers who participated in the study found themselves inadequate for the musical mode gains in the program, did not have full knowledge about the musical modes in the program, but they were acquainted to the Nihavend and Rast modes and partly had knowledge about them due to their familiarity with the major and minor sensations in classical Western music which they studied before. As a result of the interviews,it was determined that the teachers, whose individual instrument is Turkish music instrument, mostly had the full knowledge about these musical modes. When the program was considered in terms of musical mode elements, it was found functional by the participants, but the answers given to the questions in the interview form were dominated by the opinion that these musical modes were heavy for secondary school students
Published Version
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