SED - Sanat Eğitimi Dergisi
Cilt 2, Sayı 1  Bahar 2014  (ISSN: 2147-8007, E-ISSN: )
Gamze Nevra KÖROĞLU

NO Makale Adı

The aim of this study is to determine the opinions of the second grade music teachers at the elementary schools regarding the music lesson curriculum in 2006 and the problems encountered during application. The view of the second grade music teachers were taken by using the steps of the context, input, process and product (CIPP) programme evaluation model in this research.

Qualitative research method was used in the study. The participants of the study are 14 music teachers who work with second graders in the elementary schools affiliated to the Ministry of National Education. They were selected from elemenary schools in the Döşemealtı, Konyaaltı, Aksu, Muratpaşa and Kepez districts, which are among the central districts of Antalya Province by means of availability sampling method, also known as convenience sampling. The data were obtained through the interview forms developed by the researcher, and the descriptive analysis method was used for the analysis of the data.

Depending on the data regarding the context, input, process and product dimensions of the programme, obtained from the music teachers; with regards to the context dimension of the programme, it is concluded that the music teachers find the programme insufficient in terms of musical principle, concept and information and that the subjects in the educational attainments are not prepared in accordance with the levels of the students. As to the input dimension of the programme, it is seen that the materials utilized in the programme have a positive effect on the students but the teachers still have problems in terms of equipment deficiency at the schools they are in charge. With regards to the process dimension of the programme; it is found out that the teachers deem the activities aimed for educational attainments sufficient however they cannot teach their lessons efficiently due to the limited time of the lesson. In terms of product dimension; it is inferred that the information and songs to help the students in their daily lives and to attract their attention are not included in the programme.

Keywords: Music lesson curriculum, Music lesson teacher, Context, Input, Process, Products.