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Sempozyum: I. Uluslararası Eğitim Programları ve Öğretim Kongresi
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An Evaluation of Educational Programmes of Private Music Schools According to the Contemporary Programme Evaluation Approaches
Ayda Aras
Gazi Üniversitesi
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Sempozyum: I. Uluslararası Eğitim Programları ve Öğretim Kongresi
An Evaluation of Educational Programmes of Private Music Schools According to the Contemporary Programme Evaluation Approaches
Ayda Aras
Gazi University
Abstract : Voluntary music education refers to those voluntarily interested in, eager for, or apt to music or a branch of music and it aims to bring in necessary musical behaviour to sustain and develop this as much as possible (Uçan, 2005:31). In Turkey, voluntary music education takes place mainly at private music schools of the Ministry of National Education within programmes approved by the Ministry. The aim of the research is to assess the conformity of the private music schools of the Ministry of National Education as contemporary programme evaluation approaches.

Teaching is the most well-planned and well-organized part of a teaching institute. The interaction of the student with his teacher and the environment provided by the teacher is important in teaching. In this sense, teaching covers all of the process applied in order to provide learning and desired changes in the individual‘s behaviours (Uçan, 1994:62). A syllabus provides a timetable of lessons and subjects but the teacher does not have to carry it out entirely.

A syllabus generally consists of certain information categories, at some schools it concentrates more on skill and application, it is a programme to bring on this knowledge and skill within the aims of the teaching programme in a planned way (Uçan, 1994:61).Programme assessment is to decide on the efficiency of the programme (Demirel, 2006:176).

When assessing an education/music teaching programme, the following criteria should be taken into consideration: Conformity to the programme preparing principles, conformity to contemporary programme evaluation approaches, conformity to programme development model, validity of the model to the plan (Albuz, 2004:16).

According to Uçan (2005:62), a music teaching programme, consists of characteristics to bring on the student, in other words, of goals to be reached through music education; each of these goals consist of observable critical behaviour, target behaviour; teaching-learning created from necessary activities to bring on the student the target behaviour through subjects interrelated with the goals and target behaviours; testing-evaluation from activities to collect necessary information (data) to understand if target behaviour has been brought on the student and if the goals have been achieved; assessment to determine the stability of the programme and its efficiency degree and to pass judgement on the student, teaching and programme.

According to Büker (2010:369), the main goal of assessment researches is to clarify the problem of a society or institutions and to enable developing the social circumstances of the problem with a positive attitude.Within this aim, assessment researches seek efficient feedback and clarifying necessary divisions.According to Erginer (2000:369), whatever the goal is, in order to assess an education program the hypothetical relations it is based on should be examined, if these relations have been handled properly according to the truth should be put forward. By the end of the assessment, which goals of the related programme is insufficient should be set forth.

Assessing of the Private Music School Programmes of the Ministry of National Education is important for the teaching activities to continue beneficially, starting with the Ministry of National Education it is also important for those who work in these institutions should not to consider music teaching as a commerce purpose but as a community service within a modern and scientific quality. Within this respect, descriptive methods were applied to assess the current teaching programmes carried out at private music schools of the Private Education General Directorate of the Ministry of National Education.

According to the research findings, it has been observed that the teaching programmes of today‘s private music schools clearly do not cover the goals, target behaviour, content/subjects, teaching situations, testing evaluation and assessment procedures, which are all basic steps of contemporary programme evaluation approaches. Today‘s programmes of the private music schools, from 1990 to date, were prepared by some private schools unprofessionally and the ministry has put it into effect. Present programmes have been categorized according to their target, application and length of study; the subjects have been divided into weeks according to the length of study with basic education, upper secondary education, and further education sections.

Goals related to applying the programme clearly and specifically does not provide the teaching targets, partially resembles the affective targets, and the goals mentioned in applying the programme is far from being clear and specific, it provides suggestions for the instruments instead. At the end of the programme, the following has been observed; under the examination section, the assessment to be carried out in accordance with the regulation of the private teaching institutions; under the method and techniques section, the subject to be taught with care within the classroom through the following methods and techniques: from near to far, easy to difficult, national to international, known to unknown, analysis, inductive application, exercises.

Finally, the main course book and various sources have been pointed out as materials to be used when applying the programme. According to the result of the study assessing the private music schools of the Ministry of National Education, it has been observed that current programmes do not consist of any equivalent literally or as content related to a music education programme elements, targets, target behaviour, content, testing evaluation and assessment.

As for the goals students will gain or desired characteristics students will develop have not been determined according to the contemporary programme evaluation approaches, matters and musical information to be handled, taught, and discussed within music education, have been listed as subject titles. A statement such as assessment procedures?, which provides evaluation results through testing procedures, which is a process in passing judgement on the student, teacher, and programme by comparing criteria of targets, does not take place in the education programme.
Keywords : programme , teaching programme , music education ,
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