the views of the undergraduate students who are taking the course of piano about the course

Procedia - Social and Behavioral Sciences 116 ( 2014 ) 1

1877-0428 © 2013 The Authors. Published by Elsevier Ltd.Selection and/or peer-review under responsibility of Academic World Education and Research Center.doi: 10.1016/j.sbspro.2014.01.156

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Message from the Guest Editors It is the great honor for us to edit this special issue of Procedia Social and Behavioral Sciences Journal for the selected revised papers presented in The 5th World Conference on Educational Sciences (WCES-2013) held on February 05th – 08th 2013, at the University of Rome Sapienza University in historical city of Rome in Italy, which is organized collaboratively with University of Sapienza, Near East University, Ankara University, and Bahcesehir University and hosted by Rome Sapienza University. This privileged scientific event has contributed to the field of educational sciences and research for four years. As the guest editor of this issue, we are glad to see variety of articles focusing on the curriculum and instruction, educational technology, educational administration, guidance and counselling, educational planning, measurement and evaluation, learning psychology, developmental psychology, instructional design, learning and teaching, special education, distance education, lifelong learning, mathematics education, social sciences teaching, science education, language learning and teaching, human resources in education, teacher training, pre-school education, primary school education, secondary school education, vocational education, college and higher education, learner needs in the 21st century, the role of education in globalization, human rights education, democracy education, innovation and change in education, new learning environments, environmental education, professional development, nursery education, health education, sport and physical education, multi-cultural education, mobile learning, technology-based learning, computer usage in education and etc. Furthermore, the journal is getting more international each year, which is an indicator that it is getting worldwide known and recognized. Scholars from all over the world contributed to this issue of the journal. Special thanks are to all the reviewers, the members of the international editorial board, the publisher, and those involved in technical processes. We would like to thank all who contributed to in every process to make this issue actualized. A total of 2321 full papers or abstracts were submitted for this issue and each paper has been peer reviewed by the reviewers specialized in the related field. At the end of the review process, a total of 1039 high quality research papers were selected and accepted for publication. I hope that you will enjoy reading the papers. Guest Editors Prof. Dr. Jesus Garcia Laborda, University of Alcala, Spain Assist. Prof. Dr. Fezile Ozdamli, Near East University, North Cyprus Yasar Maasoglu, Near East University, North Cyprus Editorial Assistants Didem Işlek Vasfi Tuğun Erinç Eçağ Gülşen Hüssein Ezgi Pelin Yıldız Tahir Tavukçu Naziyet Uzunboylu

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Procedia - Social and Behavioral Sciences 116 ( 2014 ) 4 – 6


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WCES 2013

The Reviewers List

Abdurrahman Tanriogen Pamukkale University Turkey Adnan Baki Black Sea Technical University Turkey Ahmet Kaya Inonu University Turkey Alaa Sadik Sultan Qaboos University Sultanate of Oman Alev Onder Marmara University Turkey Ali Gunay Balim Dokuz Eylul University Turkey Ali Riza Erdem Pamukkale University Turkey Ali Sabanci Akdeniz University Turkey Arif Saricoban Hacettepe University Turkey Asuman Seda Saracaloglu Adnan Menderes University Turkey Ayfer Kocabas Dokuz Eylül University Turkey Ayse Çakir Ilhan Ankara University Turkey Aysen Karamete Balıkesir University Turkey Aytekin Isman Sakarya University Turkey B Qin S Spuzic University of South Australia Australia Behbud Muhammedzade Cyprus International University North Cyprus Burhanettin Donmez Inonu University Turkey Cem Birol Near East University North Cyprus Cemal Yilmaz Gazi University Turkey Chai Ching Sing Nanyang Technological University Singapore Cumali Oksuz Adnan Menderes University Turkey Dele Braimoh University of South Africa South Africa Deniz Arikan Ege University Turkey Dilek Dursun Marmara University Turkey Ebru Aktan Kerem Canakkale Onsekiz Mart University Turkey Enver Yolcu Canakkale Onsekiz Mart University Turkey Ercan Akpinar Dokuz Eylul University Turkey


5 The Reviewers List / Procedia - Social and Behavioral Sciences 116 ( 2014 ) 4 – 6

Erdogan Basar Ondokuz Mayıs University Turkey Erol Ongen Akdeniz University Turkey Ersen Yazici Selcuk Selcuk University Turkey Esra Macaroglu Akgul Yeditepe University Turkey Esra Omeroglu Gazi University Turkey Ferhan Odabasi Anadolu University Turkey Feryal Beykal Orhun Pamukkale University Turkey Fusun Ozturk Kuter Uludag University Turkey Gabriela Grosseck University of the West Timisoara Canada Gulden Ilin Cukurova University Turkey Guzin Ozyilmaz Akamca Dokuz Eylul University Turkey Hafize Keser Ankara University Turkey Hale Bayram Marmara University Turkey Halil Ibrahim Yalin Gazi University Turkey Haluk Soran Hacettepe University Turkey Hamit Caner Eastern Mediterranen University North Cyprus Hamza Akengin Marmara University Turkey Hasan Gurgur Anadolu University Turkey Hasan Sevki Ayvaci Black Sea Technical University Turkey Hilmi Demirkaya Mehmet Akif Ersoy University Turkey Hu Zhong-ping South China Normal University China Hulya Hamurcu Dokuz Eylul University Turkey Huseyin Uzunboylu Near East University North Cyprus Huseyin Yaratan Eastern Mediterranen University North Cyprus Ibrahim Kisaç Gazi University Turkey Iskender Sayek Hacettepe University Turkey J. Mark Halstead University of South Africa South Africa Jesús García Laborda Polytechnic University of Valencia Spain Josie Arnold Swinburne University of Technology Australia Kamisah Osman University Kebangsaan Malaysia Malaysia Lilia Halim University Kebangsaan Malaysia Malaysia Liu Zhao-ui South China Normal University China Mahmut Izciler Gazi University Turkey Mehmet Ali Özturk Bahcesehir University Turkey Mehmet Bahar Abant Izzet Baysal University Turkey Mehmet Demirezen Hacettepe University Turkey

6 The Reviewers List / Procedia - Social and Behavioral Sciences 116 ( 2014 ) 4 – 6

Mehmet Taspinar Gazi University Turkey Melih Elcin Hacettepe University Turkey Meltem Huri Baturay Gazi University Turkey Mesude Atay Hacettepe University Turkey Mohd Majzub National University Malaysia Malaysia Murat Tezer Near East University North Cyprus Mustafa Kurt Near East University North Cyprus Mustafa Murat Inceoglu Ege University Turkey Nadire Cavus Near East University North Cyprus Noshaba Awais University of Management & Technology Pakistan Nurhan Unusan Selcuk University Turkey Omer Faruk Bay Gazi University Turkey Ozge Hacifazlioglu Bahçeşehir University Turkey Saima Awais University of Management & Technology Pakistan Salih Cepni Black Sea Technical University Turkey Sercin Karatas Gazi University Turkey Sirin Karadeniz Bahcesehir University Turkey Soner Durmus Abant Izzet Baysal University Turkey Soner Mehmet Ozdemir Kirikkale University Turkey Suat Delibalta Nigde University Turkey Tarkan Kacmaz Dokuz Eylül University Turkey Teresa Magal Royo

Universidad Politécnica de Valencia E.P.S. Gandía

Spain

Umran Dal Near East University North Cyprus Xiao Shao-ming South China Normal University China Yavuz Akpinar Bogazici University Turkey Yusuf Sonmez Gazi University Turkey Zehra Ozcinar Ataturk Teacher Training Academy North Cyprus

Procedia - Social and Behavioral Sciences 116 ( 2014 ) 4665 – 4668


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5th World Conference on Educational Sciences - WCES 2013

The views of the undergraduate students who are taking the course of piano about the course

Mehmet Serkan Umuzdaş *

Abstract

The aim of this study is to reveal the views and suggestions of the undergraduate students about the course of piano. Positive views of the students regarding the course are as follows: trainers are very interested in their performance in the course, trainers are role models for them in regard to playing the piano, trainers follow the course hours and the evaluation process of the course is reliable. The participants’ negative views about the course are as follows: etudes are very challenging and trainers may not have necessary competence in regard to playing the piano since the class sizes are very high. Selection and peer review under the responsibility of Prof. Dr. Servet Bayram © 2013 The Authors Published by Elsevier Ltd. All rights reserved Keywords: Music education; piano course; student.

1. Introduction

The piano course is included in the music teaching programs of the universities and offered at each semester for four years. The major objectives of the course include the introduction of the basic piano playing techniques, technical exercises and etudes on piano playing, sample piano works by Turkish and international composers and practical training on the teaching-learning teachniques used in the formal music education. The course by the fourth year of the teacher training program begins to include practices and training on how to teach the piano playing. The training is designed to involve activities to make the prospective teachers competent in teaching the piano playing at the levels of pre-school education and adult training. Evaluating the success of the programs and taking into account the results of such evaluations in shaping the program increase the quality of the program. The views and suggestions of internal and external parties should be taken into consideration in the attempts to improve the existing programs (Umuzdaş, 2012: 3). The aim of the study is to determine the existing status of the piano course and potential problems related to the course based on the views of the students. In parallel to this aim, the study attempts to answer the following reserach question: “What are your views about the piano course?”

2. Method

The study employs qualitative reserach method. Qualitative research method produces data without the use of the statistical procedures or other numerical approaches (Altunışık, 2005). Basic qualities of qualitative research are as follows: being sensitive to the natural environment, assigning a participative role for the researcher in the process,

* Corresponding Author name. Mehmet Serkan Umuzdaş Tel.: +90-505-485-9682 E-mail address: [email protected]


© 2013 The Authors. Published by Elsevier Ltd.Selection and/or peer-review under responsibility of Academic World Education and Research Center.

serkan

Vurgu

serkan

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4666 Mehmet Serkan Umuzdaş / Procedia - Social and Behavioral Sciences 116 ( 2014 ) 4665 – 4668

having a holistic approach, revealing the perceptions, flexible research design and inductive analysis (Yıldırım & Şimşek, 2000).

The study uses a general scanning model, part of the qualitative research approach. Such models can be defined as a scanning arrangements that include either the whole or the part of the population in order to have a general view about the related population (Karasar, 1991: 79).

In the study the participants were asked to write an essay about their views concerning the piano course. Questions asking people’s views try to reveal what they think about or what they perceive about a topic (Balcı, 2010: 147).

The data obtained through the essays written by the participants were classified through codes and then labelled under three sub-categories of positive views, negative views and suggestions. The statements grouped based on these categories are given in Table.

The participants of the study were 76 student teachers attending Gaziosmanpaşa University’s Faculty of Education, Branch of Music Education during the cademic year of 2012–2013. Of 76 participants, 29 were males, while 47 were females.

3. Findings

The statements of the participants grouped based on three sub-categories of positive views, negative views and suggestions are given in Table 1.

Table 1. Student views about the piano course

Statements 1 2 3 4 Total n % n % n % n % n %

Posi

tive

view

s

I can acquire necessary knowledge in the course.

17 85 14 70 12 75 9 45 52 68,12

In the course, I learn how to study in addition to learn how to play the piano.

9 45 12 60 11 68,75 4 20 36 47,36

The course supports my theoretical knowledge. 12 60 12 60 10 62,5 12 60 46 60,26 The course is productive for me. 15 75 13 65 7 43,75 2 10 37 48,47 The attitude of the lecturer towards us is positive.

14 70 12 60 9 56,25 8 40 41 53,71

The piano course encourages reseach. 11 55 7 35 6 37,5 5 25 29 38,15 The class hour is enough 1 5 1 1,31 In the course, we have one-to-one study. 3 15 10 50 11 68,75 13 65 37 48,47 The course is delivered in a disciplined way. 12 60 12 60 8 50 10 50 42 55,02 In the course, level-appropriate piano works are studied.

1 5 2 12,5 3 3,93

The course is compulsory 1 5 1 1,31 The lecturer gives examples for the piano works studied in the course.

7 35 11 55 1 6,25 7 35 26 34,06

The piano course has parallel points with other courses.

5 25 15 75 10 62,5 12 60 42 55,02

The piano works should be selected based on the views of the students.

3 15 4 20 11 68,25 8 40 26 34,06

The course is delivered as it is planned. 13 65 9 45 7 43,75 10 50 37 48,47 We have opportunity to ask questions to the lecturers after the class hour.

11 55 9 45 8 50 5 25 33 43,23

The course provides an opportunity to make a reportoire.

3 15 9 56,25 9 45 21 27,51

The class hour is determined taking into account the views of the students.

8 40 4 20 5 31,25 11 55 28 36,68

We have a private study room. 16 80 14 70 11 68,25 13 65 54 70,74


Neg

ativ

e vi

ews

The piano work that have higher levels is introduced.

13 65 10 50 13 81,25 14 70 50 65,50

The class hour is not enough. 12 60 11 55 10 62,5 7 35 40 52,40 The lecturer have higher expectations. 3 15 9 45 9 56,25 10 50 31 40,61 The course is compulsory. 1 5 12 60 11 68,25 8 40 32 41,92 The course is delivered fast. 1 5 1 5 2 2,62 Without learning the technique at a proper level, the work is introduced.

7 35 1 5 8 10,48

We are forced to study. 3 15 3 18,75 5 25 11 14,41 The lecturer behaves according to his mood in the course.

2 10 1 6,25 1 5 4 5,24

The lecturer does not give examples for the work s/he introduced.

1 5 1 6,25 2 2,62

The course is not appropriate for teacher training.

1 6,25 3 15 4 5,24

There are prerequisite piano work that are not level-appropriate.

1 5 5 31,25 1 5 7 9,17

The course does not teach how to play the piano.

1 5 5 25 7 43,75 13 17,03

The exam should not be carried out in commissions.

15 75 15 19,65

The attendance to the course is required. 5 25 1 6,25 9 45 16 20,96 There are more than one assignment after each course.

1 5 1 5 2 2,62

Sugg

estio

ns

The class hour should be increased. 8 40 3 15 3 18,75 1 5 15 19,65 Instead of more etudes, more works should be played.

2 10 2 2,62

The etude or the piano work should be firstly played by the lecturer.

1 5 3 18,75 4 5,24

The course should be elective. 1 5 6 30 4 25 11 55 22 28,82 The number of etudes should be less. 1 5 2 10 5 31,25 9 45 17 22,27 Level-appropriate works should be studied in the course.

1 5 4 20 2 12,5 10 50 17 22,27

The students’ views should be taken into consideration in choosing the piano work to be studied in the course.

1 5 1 5 1 6,25 1 5 4 5,24

In the course, the methods of piano study should be taught.

1 5 1 1,31

The course involve the playing the piano with partners.

7 35 11 55 18 23,58

The number of the Turkish piano works should be more.

2 10 2 12,5 4 5,24

The course should be planned based on the students’ needs.

1 5 1 1,31

The credit of the course should be more. 4 25 4 5,24 The number of assignments should be less. 2 1 5 3 3,93 The course should be delivered only by those whose field is piano playing.

1 6,25 2 10 3 3,93

The program should be suitable for teacher training.

9 56,25 12 60 21 27,51

Pianos ahouls be freqeuntly accorded. 2 12,5 2 2,62 While planning the class hour, the views of the students should be taken into consideration.

1 6,25 1 1,31

There should be no prerequisite piano work. 1 6,25 1 1,31 The number of concerts should be more. 1 6,25 1 1,31 Exams should not be carried out in commissions.

6 30 6 7,86

It should teach how to teach the piano playing. 2 2 2 2,62

The majority of the students are happy in that they have a personal study room in the faculty. They also reported that the piano course provides them with the necessary knowledge and complements their theoretical information. It


is also found that the faculty member delivering the course had a positive attitude towards the students taking the course and that the course was delivered in a disciplined way. The findings based on the grade levels of the participants show that those attending the first and third grades reported that they acquired the necessary information from the course. The participants attending the second grade reported that there were parallel points between the piano course and other courses. Senior students reported that they had positive views about the course since there were one-to-one studies in the course.

On the other hand, the majority of the participants thought that the piano works studied in the course were above their levels. In addition, they expressed some negative views about the course, stating that the class hour is not enough and that the lecturer had higher expectations from the students. Such views were mostly reported by those participants attending 1., 3. and 4. grades, emphasizing the higher levels of piano works studied in the course. Those participants attending 2. grade, on the other hand, stated that the fact that the course is compulsory was a negative point about the course.

The majority of the students suggested that the piano course should be optional. As seen in Table 1, the participants expressed other suggestions about the course: the program of the course should be organized to train student teachers; the number of etudes should be less; and level-appropriate piano works should be studied in the course. Regarding the suggestions by grade levels, it was found that first-grade student teachers suggested that the class hour should be more. Second-grade student teachers reported that the course should involve the piano playing with partners. Both third- and fourth-grade student teachers suggested that the program of the course should be reorganized to train student teachers. 4. Conclusion and discussion

The piano education is a multi-functional course in that it integrates the skills covered by other courses. Since piano is actively used in teaching profession and a support tool for the courses, the piano course is delivered as a compulsory course at each semester of the teacher training program. In order to improve the function of the piano course it is significant to be informed about the students’ views about the course. As a positive view, the participants reported that having a study room in the faculty is an advantage. It indicates the appropriateness of the physical facilities. Furthermore, they reported that the information given to them in the course supports their learnings in the other courses and is useful for them.

As a negative view, the participants reported that the piano works studied in the course require much higher level of competency. The other negative points reported by the participants are about the higher expectancy levels of the trainers, the number of etudes and works. Furthermore, the course can be given as an optional course at the fourth year of the program.

In short, although students have positive views about the delivery, content of the course and the physical facilities, they experience anxiety due to higher levels of the piano works studied in the course.

References

Altunışık, R., Coşkun, R., Bayraktaroğlu, S. & Yıldırım, E. (2005). Sosyal bilimlerde araştırma yöntemleri [Research Methods in Social Sciences]. Sakarya: Sakarya Kitabevi.

Balcı, A. (2010). Sosyal bilimlerde araştırma [Social Science Research]. Ankara: Pegem Yayınevi. Karasar, N. (2004). Bilimsel araştırma yöntemi [Scientific Research Method]. Ankara: Bilim Nobel Yayın Dağıtım. Umuzdaş, S. (2012). Müzik eğitimi anabilim dalı öğrencilerinin viyolonsel dersine ilişkin algı ve beklentileri [Music Education Department

Students’ Perceptions And Expectations Toward Cello Lessons]. Akademik Bakış Uluslar arası Hakemli Sosyal Bilimler Dergisi. Kasım-Aralık, Sayı:33.

Yıldırım, A., & Şimşek, H. (2000). Sosyal bilimlerde nitel araştırma yöntemleri [Qualitative Research Methods in Social Sciences]. Ankara: Seçkin Yayıncılık.

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