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PEDAGOGICAL PROBLEMS AND PSYCHOLOGICAL FACTORS IN PIANO TEACHING OF UNDERGRADUATE ADULT STUDENTS

Yıl 2023, Cilt: 13 Sayı: 1, 608 - 622, 31.03.2023
https://doi.org/10.30783/nevsosbilen.1230768

Öz

In this study; Considering the characteristics of adult students in piano education; It is aimed to determine the methodologically theoretical foundations of professional piano education, the psychological characteristics of adult students, their pedagogical problems and the problems that adult students encounter. This is a descriptive research, in which qualitative data analysis techniques are used. The data was collected through the examination of various documents. Teaching piano to adult students presupposes a special organization of the educational process using certain techniques and methods aimed at achieving high creative results. The study of the psychophysiological characteristics of adult students made it possible to identify the main differences between the studied pedagogical process and the education of children in relation to it. With the analysis of the aims, objectives and features of initial piano education for adult learners, it was concluded that it is important to organize this process comprehensively and to develop theoretical and methodological support.

Kaynakça

  • Akbulut, E. (2013). Eğitim fakültesi müzik eğitimi anabilim dalı “bireysel çalgı” dersi hedeflerinin gerçekleşme düzeylerine ilişkin 3. ve 4. sınıf öğrencilerinin görüşleri açısından bir değerlendirme. Kastamonu Eğitim Fakültesi Dergisi, 21(1), 57-68.
  • Ames, C. (1984). Competitive, cooperative, and individualistic goal structures: A cognitive-motivational analysis. In C. Ames & R. Ames (Eds.), Research on motivation in education, (pp. 177–207). NY: Academic Press.
  • Asmus, P. E. (2021). Motivation in Music Teaching and Learning. Visions of Research in Music Education, 16 (31) 53-64.
  • Bağçeci, S. E. (2005). Piyano eğitiminin 2. yarıyılına ilişkin analitik yaklaşımlar, Fırat Üniversitesi Sosyal Bilimler Dergisi, 15(2), 147-161.
  • Bandura, A. (1997). Self efficacy: The exercise of control. W. H. Freeman.
  • Barsamyan, M. (2019). Piano education in adults, Educational Research and Reviews, 14(13), 458-464.
  • Blagoy, D. (1986). V klasse A.B.Goldenveizera. İzdatelstvo Muzıka.
  • Bowles, C., Dabback, W., Myers, D. (2013). Music learning as a lifespan endeavor. In Veblen, K., Messenge https://doi.org/10.1177/8755123314540657r
  • Bobetsky,V.V. (2004). Piano Proficiency: The Perfect Accompaniment for Successful Music Educators. Teaching Music, 11(4), 36 – 39.
  • Bowles, C. L. (2010). Special topics—Teachers of adult music learners: An assessment of characteristics and instructional practices, preparation, and needs. Applications of Research in Music Education, 28(2), 50-59.
  • Coffman, D. D. (2006). Voices of experience: Interviews of adult community band members in Launceston, Tasmania, Australia. International Journal of Community Music. Retrieved from http://www.intljcm.com/archive.html
  • Chernichenko, V. (2003). Kulturnaya politika: sovremennoye sostoyaniye. İzdatelstvo MGUKİ.
  • Chertovskoy, A. (2000). İnnovatsionniye podhodi k nachalnomu obucheniyu igri na fortepiano [Yayımlanmamış yüksek lisans tezi]. Moskovskiy Pedagogiçeskiy Gosudarstvennıy Universitet.
  • Csikszentmihalyi, M. (1991). Flow: The psychology of Optimal Experience. Harper & Row.
  • Cooper, T. L. (2001). Adults’ perceptions of piano study: achievements and experiences. Journal of Research in Music Education, 49(2), 156-168.
  • Coffman, D. D. (2002a). Music and quality of life in older adults. Psychomusicology, 18, 76–88.
  • Coffman, D. D. (2002b). Adult education. In R. Colwell & C. Richardson (Ed.), The New Handbook of Research on Music Teaching and Learning, (pp. 199-209). Oxford University Press.
  • Concina, E. (2019). The role of metacognitive skills in music learning and performing: Theoretical features and educational implications. Frontiers in Psychology, 10,1583-1596. doi: 10.3389/fpsyg.2019.01583
  • Coutts, L. (2018). Selecting motivating repertoire for adult piano students: A transformative pedagogical approach. British Journal of Music Education, 35(3), 285-299.
  • Coutts, L. (2019). Empowering students to take ownership of their learning: Lessons from one piano teacher’s experiences with transformative pedagogy. International Journal of Music Education, 37(3), 493-507.
  • Crafts, S. D., Cavicchi, D., & Keil, C. (1993). My Music. Hanover, MD: Wesylan University Pres
  • Demirova, G. (2008). Piyano eğitiminde gam tekniği üzerine düşünceler. Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi, 8(15), 14-23.
  • Duke, R., Simmons, A., & Cash, C. (2009). It's not how much; it's how: Characteristics of practice behavior and retention of performance skills. Journal of Research in Music Education, 56(4), 310-321.
  • Duncan, T.G. and McKeachie. W.J. (2005) The making of the motivated strategies for learning questionnaire. Educational Psychologist, 40, 117-128.
  • Evans, P., & McPherson, G. E. (2015). Identity and practice: The motivational benefits of a long-term musical identity. Psychology of Music, 43(3), 407-422.
  • Elliott, D. J., & Silverman, M. (2015). Music matters: A philosophy of music education (2nd ed.).Oxford University Press.
  • Ekinci, H. (2004). Müzik Öğretmeni Adaylarının Piyano Eğitimine Đlişkin Düzeye Uygun Teknik Alıştırma Metodu Sorunu. Musiki Muallim Mektebinden Günümüze Müzik Öğretmeni Yetiştirme Sempozyumu, 7-10 Nisan, Süleyman Demirel Üniversitesi, Isparta.
  • Evans, P. (2015). Self-determination theory: An approach to motivation in music education. Musicae Scientiae, 19(1), 65-83.
  • Evans, P., & McPherson, G. E. (2015). Identity and practice: The motivational benefits of a long-term musical identity. Psychology of Music, 43(3), 407-422.
  • Feshchanka, S.,(2021), Repertoire as motivational tool for adult piano students. International Journal for Cross-Disciplinary Subjects in Education (IJCDSE), 12(3), 4558-4564
  • Fenmen, M. (1947). Piyanistin Kitabı. Akba Kitabevi.
  • Grausam, R.V.D.B. (2005). A survey of piano pedagogy curricula in selected United States music conservatories and performance-oriented music units. [Unpublished doctoral dissertation]. University of South Carolina.
  • Gültek, B. (2007). Piyano: Bir Çalgının Biyografisi. Epilog Yayıncılık.
  • Hallam, S. (2005). Enhancing motivation and learning throughout the lifespan. Institute of Education University of London.
  • Hallam, S., Creech, A., Papageorgi, I., Gomes, T., Rinta, T., Varvarigou, M., & Lanipekun, J. (2016). Changes in motivation as expertise develops: Relationships with musical aspirations. Musicae Scientiae, 20(4), 528-550.
  • Jelen, B. (2013). Türkiye’deki müzik öğretmenleri yetiştirme sürecinde piyano eğitiminde karşılaşan sorunlar. RMD 1(1), 258-285.
  • Jacobson, J. M. (1989). A catalogue of movement-based instructional activities for beginning piano students correlated to "The Music Tree" series by Frances Clark and Louise Goss. [Unpublished doctoral dissertation]. The University of Oklahoma.
  • Jacques, B. L. (2006). Metapedagogy: Reflections on the interrelational art of piano teaching. [Unpublished doctoral dissertation].University of Toronto, Canada.
  • Jorgensen, E. R. (1986). Aspects of private piano teacher decision making in London, England, Psychology of Music, 14,111-129.
  • Jutras, P. J. (2006). The benefits of adult piano study as self-reported by selected adult piano students. (Unpublished doctoral dissertation). University of North Texas.
  • Jelen, B. (2013). Türkiye’deki müzik öğretmenleri yetiştirme sürecinde piyano eğitiminde karşılaşan sorunlar. RMD 1(1), 258-285.
  • Kıvrak, N. (2003). Müzik öğretmeni yetiştirmede piyano eğitimi. 80.Yılında Müzik Sempozyumu. İnönü Üniversitesi, Isparta
  • Karakelle, S.(2013). Piyano Eğitiminde Pedagojik Yaklaşımlar, Pegem Akademi.
  • Keller JM (2009). Development and use of the ARCS model of instructional design. J Instr Dev, 10(3):2–10, http://dx.doi.org/10.1007/BF02905780
  • Kıvrak, N. (2003). Müzik öğretmeni yetiştirmede piyano eğitimi. 80.Yılında Müzik Sempozyumu,İnönü Üniversitesi, Isparta.
  • Laura, I., L. (2021). Teaching the Adult Piano Learner: Two Case Studies of Piano Students who Return to Lessons, (Unpublished doctoral dissertation). Graduate Faculty of Texas Tech University.
  • Lennon, M. (1996). Teacher thinking: A qulatitave approach to the study of piano teaching, [Unpublished doctoral dissertation]. University of London, Institute of Education.
  • Montparker, C. (1993). Second Thoughts on Teaching Adults, Clavier 32, 56-67.
  • Maris, B. E. (2000). Making Music at the Piano: Learning Strategies for Adult Students. Oxford University Press.
  • Maris, B. (2000). Making Music at The Piano. Oxford University Press.
  • McPherson, G., & Pitts, S. (2000). Models of success and failure in ınstrumental learning: Case Studies of Young Players in the First 20 Months of Learning. Bulletin of the Council for Research in Music Education, 3, 51-69.
  • Ozanian. C. (1979). Teaching the Older Beginner, Clavier, 18, 26-29.
  • Ömür, Ö. (1998). Piyano öğretiminde pedagojik yaklaşımın önemi üzerine bir araştırma [Yayımlanmamış yüksek lisans tezi], Gazi Üniversitesi, Fen Bilimleri Enstitüsü, Ankara.
  • Özer B.,& Üstün E. (2020). Effects of piano accompaniment training habits and performance self-efficacy belief in flüte education. Cypriot Journel of Educational Science. 15(3), 412-422.
  • Özkan, V. (2021). Yetişkin piyano eğitiminde kendi başına öğrenme yaklaşımının piyano metotları açısından incelenmesi, [Yayımlanmamış doktora tezi]. Ondokuz Mayıs Üniversitesi Lisansüstü Eğitim Enstitüsü Güzel Sanatlar Eğitimi Ana Bilim Dalı, Samsun.
  • Parish, D. (1997). Go Practice the Piano, Mothering, 85, 76-79.
  • Rybak, C. A. (1995). Older adults and ‘flow’: Investigating optimal experience in selected music leisure activities [Unpublished doctoral dissertation]. Arizona State University.
  • Roulston, K., Jutras, P., & Kim, S. J. (2015). Adult perspectives of learning musical instruments. International Journal of Music Education, 33(3), 325-335
  • Say, A. (2009). Müzik Sözlüğü. (3.bs.). Müzik Eğitimi Yayınları.
  • Smith, J. A. (2003). Validity and qualitative psychology. In J. A. Smith(Ed.), Qualitative psychology: A practical guide to research methods (pp.232–235). Sage Publications Ltd.
  • Smith, J. A., & Osborn, M. (2003). Interpretative phenomenological analysis. In J. A. Smith (Ed.), Qualitative psychology: A practical guide to research methods (pp. 51-79). Sage Publications Ltd.
  • Sloboda, J. A., Davidson, J. W., Howe, M. J. A., & Moore, D. G. (1996). The role of practice in the development of performing musicians. British Journal of Psychology, 87,287-309.
  • Stenhouse, L. (1975). An introduction to curriculum research and development. Heineman.
  • Suhanova, E. (1997). Pedagogika kak nauka i iskusstvo vospitaniya. İzdatelstvo MGUK.
  • Schunk, D., Mullen, C., Christenson, S., Reschly, A., & Wylie, C. (2012). Self-Efficacy as an engaged learner. In Handbook of Research on Student Engagement. Springer US.
  • Taylor, A., & Hallam, S. (2008). Understanding what it means for older students to learn basic musical skills on a keyboard instrument, Music Education Research, 10(2), 285-306.
  • Taylor, A. (2010). Participation in a master class: Experiences of older amateur pianists. Music Education Research, 12(2), 187–204
  • Ushinskiy, (2005). İzbrannıye trudı. K.D. Ushinskiy. İzdatelstvo Drofa.
  • Wristen, B. (2006). Demographics and motivation of adult group piano students. Music Education Research, 8(3), 387-406.
  • Yarbrough, C. and Price, H. E. (1989). Sequential patterns of instruction in music. Journal of Research in Music Education, 37(3), 179-187.
  • Yönetken, H. (2001). Okulda çalgı sorunu ve çalgısal müzik etkinlikleri. Müzik Ansiklopedisi Yayınları.
  • Zimmerman, D., J., & Schunk, D., H., (2007). Motivation and Self-Regulated Learning: Theory. Zimmerman, D., J., & Schunk, D., H. (Ed.) Research, and Applications Lawrence Erlbaum Associates. (pp.245-266). Routledge.

LİSANS DÜZEYİNDEKİ YETİŞKİN ÖĞRENCİLERİN PİYANO EĞİTİMİNDEKİ PEDAGOJİK SORUNLAR VE PSİKOLOJİK ETKENLER

Yıl 2023, Cilt: 13 Sayı: 1, 608 - 622, 31.03.2023
https://doi.org/10.30783/nevsosbilen.1230768

Öz

Bu çalışmada; piyano eğitimindeki yetişkin öğrencilerin özellikleri dikkate alınarak; mesleki anlamda başlangıç piyano eğitiminin yöntemsel olarak teorik temellerinin, yetişkin öğrencilerin psikolojik özelliklerinin, pedagojik sorunlarının ve yetişkin öğrencilerin karşılaşmış oldukları problemlerin belirlenmesi amaçlanmıştır. Nitel veri analizi tekniklerinin kullanıldığı bu araştırma betimsel türdedir. Veriler çeşitli dokümanların incelenmesi yöntemiyle toplanmıştır. Yetişkin öğrencilere piyano öğretmek, yüksek yaratıcı sonuçlara ulaşmayı amaçlayan belirli teknikleri ve yöntemleri kullanarak eğitim sürecinin özel bir organizasyonunu öngörür. Yetişkin öğrencilerin psikofizyolojik özelliklerinin incelenmesi, çalışılan pedagojik süreç ile ilgili çocukların eğitimi arasındaki temel farkları belirlemeyi mümkün kılmıştır. Yetişkin öğrenciler için başlangıç piyano eğitiminin amaçlarının, hedeflerinin ve özelliklerinin analiziyle, bu sürecin kapsamlı bir şekilde organize edilmesinin, teorik ve metodolojik desteğin geliştirilmesinin önemli olduğu sonucuna varılmıştır.

Kaynakça

  • Akbulut, E. (2013). Eğitim fakültesi müzik eğitimi anabilim dalı “bireysel çalgı” dersi hedeflerinin gerçekleşme düzeylerine ilişkin 3. ve 4. sınıf öğrencilerinin görüşleri açısından bir değerlendirme. Kastamonu Eğitim Fakültesi Dergisi, 21(1), 57-68.
  • Ames, C. (1984). Competitive, cooperative, and individualistic goal structures: A cognitive-motivational analysis. In C. Ames & R. Ames (Eds.), Research on motivation in education, (pp. 177–207). NY: Academic Press.
  • Asmus, P. E. (2021). Motivation in Music Teaching and Learning. Visions of Research in Music Education, 16 (31) 53-64.
  • Bağçeci, S. E. (2005). Piyano eğitiminin 2. yarıyılına ilişkin analitik yaklaşımlar, Fırat Üniversitesi Sosyal Bilimler Dergisi, 15(2), 147-161.
  • Bandura, A. (1997). Self efficacy: The exercise of control. W. H. Freeman.
  • Barsamyan, M. (2019). Piano education in adults, Educational Research and Reviews, 14(13), 458-464.
  • Blagoy, D. (1986). V klasse A.B.Goldenveizera. İzdatelstvo Muzıka.
  • Bowles, C., Dabback, W., Myers, D. (2013). Music learning as a lifespan endeavor. In Veblen, K., Messenge https://doi.org/10.1177/8755123314540657r
  • Bobetsky,V.V. (2004). Piano Proficiency: The Perfect Accompaniment for Successful Music Educators. Teaching Music, 11(4), 36 – 39.
  • Bowles, C. L. (2010). Special topics—Teachers of adult music learners: An assessment of characteristics and instructional practices, preparation, and needs. Applications of Research in Music Education, 28(2), 50-59.
  • Coffman, D. D. (2006). Voices of experience: Interviews of adult community band members in Launceston, Tasmania, Australia. International Journal of Community Music. Retrieved from http://www.intljcm.com/archive.html
  • Chernichenko, V. (2003). Kulturnaya politika: sovremennoye sostoyaniye. İzdatelstvo MGUKİ.
  • Chertovskoy, A. (2000). İnnovatsionniye podhodi k nachalnomu obucheniyu igri na fortepiano [Yayımlanmamış yüksek lisans tezi]. Moskovskiy Pedagogiçeskiy Gosudarstvennıy Universitet.
  • Csikszentmihalyi, M. (1991). Flow: The psychology of Optimal Experience. Harper & Row.
  • Cooper, T. L. (2001). Adults’ perceptions of piano study: achievements and experiences. Journal of Research in Music Education, 49(2), 156-168.
  • Coffman, D. D. (2002a). Music and quality of life in older adults. Psychomusicology, 18, 76–88.
  • Coffman, D. D. (2002b). Adult education. In R. Colwell & C. Richardson (Ed.), The New Handbook of Research on Music Teaching and Learning, (pp. 199-209). Oxford University Press.
  • Concina, E. (2019). The role of metacognitive skills in music learning and performing: Theoretical features and educational implications. Frontiers in Psychology, 10,1583-1596. doi: 10.3389/fpsyg.2019.01583
  • Coutts, L. (2018). Selecting motivating repertoire for adult piano students: A transformative pedagogical approach. British Journal of Music Education, 35(3), 285-299.
  • Coutts, L. (2019). Empowering students to take ownership of their learning: Lessons from one piano teacher’s experiences with transformative pedagogy. International Journal of Music Education, 37(3), 493-507.
  • Crafts, S. D., Cavicchi, D., & Keil, C. (1993). My Music. Hanover, MD: Wesylan University Pres
  • Demirova, G. (2008). Piyano eğitiminde gam tekniği üzerine düşünceler. Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi, 8(15), 14-23.
  • Duke, R., Simmons, A., & Cash, C. (2009). It's not how much; it's how: Characteristics of practice behavior and retention of performance skills. Journal of Research in Music Education, 56(4), 310-321.
  • Duncan, T.G. and McKeachie. W.J. (2005) The making of the motivated strategies for learning questionnaire. Educational Psychologist, 40, 117-128.
  • Evans, P., & McPherson, G. E. (2015). Identity and practice: The motivational benefits of a long-term musical identity. Psychology of Music, 43(3), 407-422.
  • Elliott, D. J., & Silverman, M. (2015). Music matters: A philosophy of music education (2nd ed.).Oxford University Press.
  • Ekinci, H. (2004). Müzik Öğretmeni Adaylarının Piyano Eğitimine Đlişkin Düzeye Uygun Teknik Alıştırma Metodu Sorunu. Musiki Muallim Mektebinden Günümüze Müzik Öğretmeni Yetiştirme Sempozyumu, 7-10 Nisan, Süleyman Demirel Üniversitesi, Isparta.
  • Evans, P. (2015). Self-determination theory: An approach to motivation in music education. Musicae Scientiae, 19(1), 65-83.
  • Evans, P., & McPherson, G. E. (2015). Identity and practice: The motivational benefits of a long-term musical identity. Psychology of Music, 43(3), 407-422.
  • Feshchanka, S.,(2021), Repertoire as motivational tool for adult piano students. International Journal for Cross-Disciplinary Subjects in Education (IJCDSE), 12(3), 4558-4564
  • Fenmen, M. (1947). Piyanistin Kitabı. Akba Kitabevi.
  • Grausam, R.V.D.B. (2005). A survey of piano pedagogy curricula in selected United States music conservatories and performance-oriented music units. [Unpublished doctoral dissertation]. University of South Carolina.
  • Gültek, B. (2007). Piyano: Bir Çalgının Biyografisi. Epilog Yayıncılık.
  • Hallam, S. (2005). Enhancing motivation and learning throughout the lifespan. Institute of Education University of London.
  • Hallam, S., Creech, A., Papageorgi, I., Gomes, T., Rinta, T., Varvarigou, M., & Lanipekun, J. (2016). Changes in motivation as expertise develops: Relationships with musical aspirations. Musicae Scientiae, 20(4), 528-550.
  • Jelen, B. (2013). Türkiye’deki müzik öğretmenleri yetiştirme sürecinde piyano eğitiminde karşılaşan sorunlar. RMD 1(1), 258-285.
  • Jacobson, J. M. (1989). A catalogue of movement-based instructional activities for beginning piano students correlated to "The Music Tree" series by Frances Clark and Louise Goss. [Unpublished doctoral dissertation]. The University of Oklahoma.
  • Jacques, B. L. (2006). Metapedagogy: Reflections on the interrelational art of piano teaching. [Unpublished doctoral dissertation].University of Toronto, Canada.
  • Jorgensen, E. R. (1986). Aspects of private piano teacher decision making in London, England, Psychology of Music, 14,111-129.
  • Jutras, P. J. (2006). The benefits of adult piano study as self-reported by selected adult piano students. (Unpublished doctoral dissertation). University of North Texas.
  • Jelen, B. (2013). Türkiye’deki müzik öğretmenleri yetiştirme sürecinde piyano eğitiminde karşılaşan sorunlar. RMD 1(1), 258-285.
  • Kıvrak, N. (2003). Müzik öğretmeni yetiştirmede piyano eğitimi. 80.Yılında Müzik Sempozyumu. İnönü Üniversitesi, Isparta
  • Karakelle, S.(2013). Piyano Eğitiminde Pedagojik Yaklaşımlar, Pegem Akademi.
  • Keller JM (2009). Development and use of the ARCS model of instructional design. J Instr Dev, 10(3):2–10, http://dx.doi.org/10.1007/BF02905780
  • Kıvrak, N. (2003). Müzik öğretmeni yetiştirmede piyano eğitimi. 80.Yılında Müzik Sempozyumu,İnönü Üniversitesi, Isparta.
  • Laura, I., L. (2021). Teaching the Adult Piano Learner: Two Case Studies of Piano Students who Return to Lessons, (Unpublished doctoral dissertation). Graduate Faculty of Texas Tech University.
  • Lennon, M. (1996). Teacher thinking: A qulatitave approach to the study of piano teaching, [Unpublished doctoral dissertation]. University of London, Institute of Education.
  • Montparker, C. (1993). Second Thoughts on Teaching Adults, Clavier 32, 56-67.
  • Maris, B. E. (2000). Making Music at the Piano: Learning Strategies for Adult Students. Oxford University Press.
  • Maris, B. (2000). Making Music at The Piano. Oxford University Press.
  • McPherson, G., & Pitts, S. (2000). Models of success and failure in ınstrumental learning: Case Studies of Young Players in the First 20 Months of Learning. Bulletin of the Council for Research in Music Education, 3, 51-69.
  • Ozanian. C. (1979). Teaching the Older Beginner, Clavier, 18, 26-29.
  • Ömür, Ö. (1998). Piyano öğretiminde pedagojik yaklaşımın önemi üzerine bir araştırma [Yayımlanmamış yüksek lisans tezi], Gazi Üniversitesi, Fen Bilimleri Enstitüsü, Ankara.
  • Özer B.,& Üstün E. (2020). Effects of piano accompaniment training habits and performance self-efficacy belief in flüte education. Cypriot Journel of Educational Science. 15(3), 412-422.
  • Özkan, V. (2021). Yetişkin piyano eğitiminde kendi başına öğrenme yaklaşımının piyano metotları açısından incelenmesi, [Yayımlanmamış doktora tezi]. Ondokuz Mayıs Üniversitesi Lisansüstü Eğitim Enstitüsü Güzel Sanatlar Eğitimi Ana Bilim Dalı, Samsun.
  • Parish, D. (1997). Go Practice the Piano, Mothering, 85, 76-79.
  • Rybak, C. A. (1995). Older adults and ‘flow’: Investigating optimal experience in selected music leisure activities [Unpublished doctoral dissertation]. Arizona State University.
  • Roulston, K., Jutras, P., & Kim, S. J. (2015). Adult perspectives of learning musical instruments. International Journal of Music Education, 33(3), 325-335
  • Say, A. (2009). Müzik Sözlüğü. (3.bs.). Müzik Eğitimi Yayınları.
  • Smith, J. A. (2003). Validity and qualitative psychology. In J. A. Smith(Ed.), Qualitative psychology: A practical guide to research methods (pp.232–235). Sage Publications Ltd.
  • Smith, J. A., & Osborn, M. (2003). Interpretative phenomenological analysis. In J. A. Smith (Ed.), Qualitative psychology: A practical guide to research methods (pp. 51-79). Sage Publications Ltd.
  • Sloboda, J. A., Davidson, J. W., Howe, M. J. A., & Moore, D. G. (1996). The role of practice in the development of performing musicians. British Journal of Psychology, 87,287-309.
  • Stenhouse, L. (1975). An introduction to curriculum research and development. Heineman.
  • Suhanova, E. (1997). Pedagogika kak nauka i iskusstvo vospitaniya. İzdatelstvo MGUK.
  • Schunk, D., Mullen, C., Christenson, S., Reschly, A., & Wylie, C. (2012). Self-Efficacy as an engaged learner. In Handbook of Research on Student Engagement. Springer US.
  • Taylor, A., & Hallam, S. (2008). Understanding what it means for older students to learn basic musical skills on a keyboard instrument, Music Education Research, 10(2), 285-306.
  • Taylor, A. (2010). Participation in a master class: Experiences of older amateur pianists. Music Education Research, 12(2), 187–204
  • Ushinskiy, (2005). İzbrannıye trudı. K.D. Ushinskiy. İzdatelstvo Drofa.
  • Wristen, B. (2006). Demographics and motivation of adult group piano students. Music Education Research, 8(3), 387-406.
  • Yarbrough, C. and Price, H. E. (1989). Sequential patterns of instruction in music. Journal of Research in Music Education, 37(3), 179-187.
  • Yönetken, H. (2001). Okulda çalgı sorunu ve çalgısal müzik etkinlikleri. Müzik Ansiklopedisi Yayınları.
  • Zimmerman, D., J., & Schunk, D., H., (2007). Motivation and Self-Regulated Learning: Theory. Zimmerman, D., J., & Schunk, D., H. (Ed.) Research, and Applications Lawrence Erlbaum Associates. (pp.245-266). Routledge.
Toplam 72 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Bölüm EĞİTİM BİLİMLERİ
Yazarlar

Bilgen Özcan Coşkunsoy 0000-0001-9599-9774

Bahar Güdek 0000-0002-1174-9549

Valeriya Özkan 0000-0001-7968-6065

Erken Görünüm Tarihi 28 Mart 2023
Yayımlanma Tarihi 31 Mart 2023
Yayımlandığı Sayı Yıl 2023 Cilt: 13 Sayı: 1

Kaynak Göster

APA Özcan Coşkunsoy, B., Güdek, B., & Özkan, V. (2023). LİSANS DÜZEYİNDEKİ YETİŞKİN ÖĞRENCİLERİN PİYANO EĞİTİMİNDEKİ PEDAGOJİK SORUNLAR VE PSİKOLOJİK ETKENLER. Nevşehir Hacı Bektaş Veli Üniversitesi SBE Dergisi, 13(1), 608-622. https://doi.org/10.30783/nevsosbilen.1230768