Keywords
Approach
Music
Education
How to Cite
Abstract
In this study, the factors directly and indirectly related to sight singing instruction were analyzed. The studies carried out in this regard were evaluated in terms of purpose, scope and results. As a result of the evaluation, it was seen that there were two main methods used for sight singing instruction (fixed-do and movable-do). The studies showed that the fixed-do method was effective for advanced students, whereas the movable-do method was more effective for beginners. Besides, it was determined that educators did not reach a consensus about the superiority of these two methods over each other. Students' behaviors before and during sight singing can also vary depending on their skill level. It was seen that successful students were able to use the time given to them for sight singing better and that they were able to display the desired behaviors significantly better during sight singing compared to unsuccessful students. The studies show that there is a direct relationship between the sight singing skill and the musical background of students. Singing in choirs, receiving voice training and receiving instrumental training are the most important predictors of the skill of sight singing. It was determined that educators carried out isolated rhythmic and interval drills, made use of computer assistance and speed reading techniques to develop the skill of sight singing. Moreover, it was seen that daily practices were effective in the development of the skill of sight singing and that making use of piano accompaniment increased students’ performance of sight singing. In this study, it is suggested that educators a) give more room in their lessons to activities that can develop students’ sight-singing skills rather than memorize-and-sing activities, b) encourage students to carry out individual activities through the use of computers and the piano, and c) select reading melodies that are appropriate for students’ vocal ranges.
Öz
Bu çalışmada, deşifre şarkı söyleme eğitiminin doğrudan ve dolaylı yoldan ilişkili olduğu etkenler incelenmiştir. Bu doğrultuda yapılan çalışmalar; amaç, kapsam ve sonuç açısından değerlendirilmiştir. Yapılan değerlendirme sonucunda deşifre şarkı söyleme eğitimi için kullanılan iki ana yöntem (sabit-do, hareketli-do) olduğu görülmektedir. Çalışmalar, hareketli-do yönteminin başlangıç seviyesindeki öğrenciler için, sabit-do yönteminin ise daha çok ileri seviyedeki öğrenciler için etkili olduğunu göstermiştir. Ayrıca bu iki yöntemin birbirlerine olan üstünlüğü konusunda eğitimcilerin fikir birliğine varamadıkları tespit edilmiştir. Deşifre şarkı söyleme öncesi ve sırasında öğrencilerin sergiledikleri davranışlar da beceri düzeyine göre değişkenlik gösterebilmektedir. Başarılı öğrencilerin deşifre şarkı söyleme öncesinde verilen süreyi başarısız öğrencilere göre daha iyi kullanabildikleri ayrıca başarılı öğrencilerin deşifre şarkı söyleme sırasında başarısız öğrencilere göre istenilen davranışları anlamlı düzeyde daha fazla sergileyebildikleri görülmüştür. Çalışmalar, deşifre şarkı söyleme becerisi ile öğrencilerin müzikal geçmişlerinin de doğrudan ilişkili olduğunu göstermektedir. Korolarda söylemek, şan eğitimi almak ve çalgı eğitimi almak deşifre şarkı söyleme becerisinin en önemli göstergelerindendir. Eğitimcilerin deşifre şarkı söyleme becerisini geliştirmek amacıyla izole tartım ve aralık okuma çalışmaları yaptıkları, bilgisayar desteğinden yararlandıkları ve hızlı okuma tekniklerini kullandıkları tespit edilmiştir. Ayrıca deşifre şarkı söyleme becerilerinin gelişmesinde günlük çalışmaların etkili olduğu ve piyano eşlik yapmanın da öğrencilerin deşifre şarkı söyleme performansını artırdığı görülmüştür. Bu çalışmada eğitimcilerin derslerinde ezberle-söyle etkinliklerinden ziyade deşifre şarkı söyleme becerilerini geliştirebilecek etkinliklere daha fazla yer vermeleri, bilgisayar ve piyano kullanımıyla öğrencileri bireysel çalışmalar yapmaya teşvik etmeleri ve okuma ezgilerini öğrencilerin ses sınırlarına uygun olan ezgiler içerisinden seçmeleri önerilmektedir.
Anahtar Kelimeler: Deşifre şarkı söyleme, Yaklaşım, Müzik, Eğitim
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