Student Opinions on Psychomotor Learning Activities Used in Music Lessons

Başak Gorgoretti,Neriman Soykunt

doi:10.7596/taksad.v10i3.3089

Abstract

This study aims to determine the situation by examining the opinions of 8th-grade students about psycho-motor activities used within the scope of 8th-grade music lessons. Semi-structured interview technique was used as a qualitative method in the research. With this method, data were collected by conducting one-on-one interviews with 8th-grade students. The study was conducted with forty-four 8th-grade students. The obtained data were analyzed by making content analysis. According to the findings obtained from the interviews; It is understood that the psycho-motor activities used in schools are mostly similar, but there are problems in the implementation process, the activities cannot be used effectively and efficiently, and music lesson activities are not given enough importance due to the problems arising from the deficiencies in the material and learning environment. From the students' opinions, it is understood that the theoretical parts of the music lessons are long and the lessons conducted in this way are boring. Based on the students' opinions, it is understood that the singing activity is the most used psycho-motor activity, but this activity is not used to improve the musical knowledge and skills taught in the lessons, but to increase the students' interest in the lessons. It is understood that rhythm exercises, body percussion and instrument playing activities are less involved in music lessons than singing activities.

Highlights

Music education is generally defined as the process of bringing musical behaviors to the individual, it changes and develops these behaviors (Uçan, 1997) Music education, when considered as a musical field, refers to the education of students to understand, create, develop auditory knowledge and skills in understanding their sounds, patterns in sound, relationships between sounds, rhythms, styles and forms decks (Petress, 2005)
In the study of these musical behaviors, it was noted that there is a need for teaching music based on theory and on practice, so the importance of applying mainly musical practices to teaching stages of music teaching has been pointed out
When we look at the musical teaching approaches developed to feel, apply and experience music; it is understood that they have a common denominator in the learning and teaching of music lessons based on movement

Summary

Introduction

Music education is generally defined as the process of bringing musical behaviors to the individual, it changes and develops these behaviors (Uçan, 1997) Music education, when considered as a musical field, refers to the education of students to understand, create, develop auditory knowledge and skills in understanding their sounds, patterns in sound, relationships between sounds, rhythms, styles and forms decks (Petress, 2005). To put it music education is a field of education in which music is learned, felt, practiced and taught. In the study of these musical behaviors, it was noted that there is a need for teaching music based on theory and on practice, so the importance of applying mainly musical practices to teaching stages of music teaching has been pointed out. Çuhadar (2016) argued that it is right to provide music education with active and student-centered learning/teaching environments in order to develop theoretical and musical skills in order to gain musical behaviors, he argued that it would be possible to raise individuals who create music, feel music, have fun with music and experience music

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