THE ASSESMENT OF THE FUNCTION OF PERFORMANCE EXPERIENCE IN INSTRUMENTAL TRAINING IN THE SAMPLE OF INDIVIDUAL INSTRUMENT TRAINING (VIOLIN) COURSE AT DOKUZ EYLUL UNIVERSITY MUSIC EDUCATION DEPERTMANT
PERFORMANS DENEYİMİNİN ÇALGI EĞİTİMİNDEKİ İŞLEVİNİN DOKUZ EYLÜL ÜNİVERSİTESİ MÜZİK EĞİTİMİ ANABİLİM DALI BİREYSEL ÇALGI EĞİTİMİ (KEMAN) DERSİ ÖRNEĞİNDE DEĞERLENDİRİLMESİ

Author : Emine Filiz YİĞİT -- Gözde Aycan DURUER
Number of pages : 131-148

Abstract

The aim of this study is to contribute to instrumental training process by presenting the functions of performance experience in instrumental training courses. In the study, the whole process of performance (pre-performance, on-performance and post-performance) was included and the functions of performance experience in instrumental training courses were examined process-focused. This study, apart from the existing literature, is significant by examining the performance experience not only as a musical activity or an assesment device in education, but also with its functions effecting and leading the instrumental training process. The study examined nine students of ‘Music Education Department’ of ‘Fine Arts Department’ of ‘Buca Faculty Education’ of University of Dokuz Eylül, İzmir, who took third-graders Individual Instrumental Course (violin) in the years 2015, 2016. In the study, the data were collected by using qualitative methods through interwiew and observation and the data were analyzed by the content analysis. The study concludes that the performance experience, with the awareness it caused in the participants, makes the instrumental training process more effective. Metacognition which means a person’s awareness of his/her ability to control those processes and his/her ability to control those processes (Flavell, 1971) enables the teachers and the students to see to what extend the education given is effective and by causing an awereness in them, of their own skills leads educational activities to take place on a problem-solving basis. By performance experience, an awareness of instrumental training processes, learning strategies and the students’ own individual skills is provided. The study emphasizes that the use of the performance experience only in the exams as an effective tool causes a big gap in ‘Music Education Department’ of ‘Fine Arts Department’ of ‘Faculty of Education’.

Keywords

Musical training, Instrumental training, Performance experience, Metacognition.

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