Başlangıç keman eğitiminde kulaktan öğretimin görsel ve işitsel reaksiyon zamanına etkisi
In beginning violin education the effect of teaching by ear on visual and auditory reaction times
- Tez No: 527256
- Danışmanlar: PROF. ŞEYDA ÇİLDEN
- Tez Türü: Doktora
- Konular: Eğitim ve Öğretim, Müzik, Education and Training, Music
- Anahtar Kelimeler: Belirtilmemiş.
- Yıl: 2018
- Dil: Türkçe
- Üniversite: Gazi Üniversitesi
- Enstitü: Eğitim Bilimleri Enstitüsü
- Ana Bilim Dalı: Güzel Sanatlar Eğitimi Ana Bilim Dalı
- Bilim Dalı: Belirtilmemiş.
- Sayfa Sayısı: 134
Özet
Bu çalışmanın amacı, başlangıç keman eğitiminde kulaktan öğretim yönteminin görsel ve işitsel reaksiyon zamanına etkisini ortaya koymaktır. Keman dersi kapsamında sürdürülen bu çalışma 2016-2017 Eğitim-Öğretim Yılı Güz Dönemi'nde Van Güzel Sanatlar ve Spor Lisesi, Müzik Bölümü 9. Sınıf'a devam eden 20 keman öğrencisi ile yapılmıştır. Çalışmada, gerçek deneme modellerinden öntest-sontest kontrol gruplu model kullanılmıştır. Gerçek deneysel desende yürütülen bu çalışma için biri deney, diğeri kontrol olmak üzere iki grup oluşturulmuştur. Gruplar oluşturulurken, keman öğrencilerinin Güzel Sanatlar ve Spor Lisesi'ne giriş yetenek sınavı puanları, kişisel bilgiler formundan elde edilen bilgileri ve cinsiyetleri esas alınarak gruplar istatistiksel olarak denk bir şekilde dağıtılmıştır. Gruplardan hangisinin deney hangisinin kontrol grubu olacağı ise random yöntemi ile belirlenmiştir. Uygulama sürecinde Deney grubunda keman dersinde uygulanacak program kulaktan öğretim yöntemine dayalı notasız işlenmiş, Kontrol Grubunda ise aynı program notalı işlenmiştir. Çalışmada veri toplama aracı olarak Newtest 1000 Reaksiyon Zamanı Ölçüm Cihazı kullanılmıştır. Cihaz ile deney öncesi ve sonrasında her iki grupta görsel ve işitsel reaksiyon zamanına ilişkin ölçümler alanında uzman kişilerce yapılmıştır. Ölçümler sonucu elde edilen verilerin analizinde SPSS Statistics (Statistical Package for the Social Sciences) Programı kullanılmıştır. Verilerin analizinde grupların kendi içerisindeki ön test – son test farklarının tespitinde normal dağılım gösteren veriler için Eşleştirilmiş Ölçümler İçin T-Testi, normal dağılım göstermeyen veriler için Wilcoxon Testi kullanılmıştır. İki grubun ön ve son test farklarının tespitinde normal dağılım gösteren veriler için Bağımsız Ölçümler İçin T-Testi, normal dağılım göstermeyen veriler için Mann Whitney U-Testi kullanılmıştır. Çalışmada bulgular sağ el, sol el ve dominant ele ilişkin görsel, işitsel ve karma (görsel-işitsel) reaksiyon zamanı olmak üzere toplam dokuz değişken altında toplanmıştır. Çalışmadan elde edilen bulgular istatistiksel olarak değerlendirildiğinde deney grubunun bütün değişkenlerine ilişkin reaksiyon zamanı ön test-son test puanları arasında istatistiksel olarak anlamlı bir fark saptanmıştır (p0,5); diğer sekiz değişkene ilişkin ön test -son test puanları arasında istatistiksel olarak anlamlı bir fark saptanmıştır (p
Özet (Çeviri)
The purpose of this study is to demonstrate the effect of the learning by ear method on the duration of visual and auditory reaction in initial violin education. This study, which is carried out within the scope of violin lesson, was held in the fall semester of 2016-2017. The study group of the ongoing research during the semester was the 9th grade twenty violin students of the Music Department of Van Fine Arts and Sports High School. In the study, pre-test post-test control group model was used from real test models. For this study, which is conducted in real experimental design pattern, two groups were formed; one for experiment and the other for control. While the groups were being created, attention was paid to violin students' Entry Skills Examination for Fine Arts and Sports High School scores, the information obtained from the Personal Information Form and gender information and the groups were distributed in a statistically equivalent manner. Which group of experiments to test and which group to control is determined by the random method. In the implementation process, the violin lesson in the experimental group was processed without notes based on the learning by ear method,in the Control Group lessons processed using the note. In the study, Newtest 1000 Reaction Time Measurement Device used to collect data. Measurements related to visual and auditory reaction time in both groups were made before and after the experiment with the device by experts in the field. SPSS Statistics (Statistical Package for theSocialSciences) program was used in the analysis of the data obtained as the result of the measurements. In the analysis of the data, T-test for paired measures was used for the data showing normal distribution in determining pre-test - post-test differences within the groups themselves, Wilcoxon Test was used for the data with no normal distribution.The T-Test for Independent Measurements was used for the data showing normal distribution in the detection of the difference between the pre and post test of two groups, Mann Whitney U-Test was used for the data with no normal distribution. In the study, findings were collected under a total of nine variables: right hand visual, left hand visual, right hand auditory, left hand auditory, right hand mixed (audiovisual), left hand mixed, dominant hand preference visual, auditory and mixed. When the findings obtained from the study were evaluated statistically, there was a statistically significant difference (p & lt; 0.5) between the reaction time pre-test - post-test scores of all the variables of the test group. While there was no statistically significant difference (p & gt; 0.5) between the pre-test and post-test scores of dominant hand-auditory reaction time for the control group; a statistically significant difference was found between pre-test and post-test scores for the other eight variables (p & lt; 0.5). When we look at the final tests of both groups, there was a significant difference (p =, 008) in favor of the experimental group, as opposed to expected, only between the points related to the left-hand visual reaction time. This statistically significant difference may be due to the fact that the experimental group, which works on the note-less violin lesson based on the learning by ear method, has more focus on the left hand as the students do not look at the notes. When the findings are evaluated in general, it is seen that the experimental group has shorter visual, auditory and mixed reaction time than the control group.It has been found that experimental groups left hands were faster than their right hands and the control groups right hands were faster than their left hands. In contrast to what was expected in the study, it has been seen that the most accelerating variables were right hand visual, left hand visual and visual reaction time according to preference of dominant hand for the experiment group, respectively. This may mean that the learning by ear does not interfere with the visual reaction time.In both groups, it was determined that visual and auditory reaction time was shorter than mixed reaction time. In terms of dominant hand preferance in experimental group, it has been seen that audio reaction time is shorter than visual reaction time; in the control group, visual reaction time ia shorter than audio reaction time. It can be concluded that this result is the expected consequence for both groups, because it is usual for audio stimuli to be faster in experimental group in terms of learning by ear method and visual stimuli are faster in the control group in terms of playing by means of notes. According to the results of the research when both groups are compared statistically, although one varient(left-hand visual reaction time) has been found to be significantly different, it has been seen that visual, audio and mixed reaction time of the experimental group after the experiment is relatively shorter than the time of the control group. Thus, learning by ear method could be said not to prevent neither visual nor audio reaction time but to assist enhancing them. In the light of gained results, experimental and control groups have been created in different environments(such as different cities, schools, etc.) so as not to be affected from one another and it is recommended that the research be repeated. Hence, the research might have different results.
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