Analysing the communicative aspect of Turkish minstrelsy tradition and story-telling performance in the frame of multiple intelligences theory

Authors

  • Özlem Demren Cumhuriyet University

Keywords:

Folk Literature, Folklore, Story-Telling, Minstrelsy, Folk Story

Abstract

Oral narratives have an effective educational power in their context and they are among the most important conveyors of collective cultural memory as an eficient communicative tool. Perform an important function and occupy an important place in Turkish society, folk stories and their performative context too have an educational and communicational aspects. In the established communication between the minstrel (âşık/folk story performer/story-teller) and his audience, it is created a cultivation ground for the people who share the environment; perception and intelligence areas of performer and his audience are used effectively. The people who share the performative process of folk story learn to use the areas of multiple intelligence variously and make them efficiently active; and in a sense, they learn to improve the way of thinking in which is spesific to their culture. The important thing is here which intelligence areas are used and being prominence in this process. In the frame of our paper, to understand these process we use the Multiple Intelligences Theory which is improved by Howard Gardner in 1983, as a psychological theory, and it has been used worldwide effectively in the educational area. In this sense, Multiple Intelligences Theory gives us a different perspective to evaluate and understand the educational and communicational aspects of narrative context. In this paper, it will be an interpretation about the performative context of Turkish minstrelsy tradition in an interdisciplinary frame.

Downloads

Download data is not yet available.

Metrics

Metrics Loading ...

Author Biography

Özlem Demren, Cumhuriyet University

Assist. Prof., Cumhuriyet University, Faculty of Literature, Department of Turkish Folklore

References

Alptekin, A. B. (1997). Halk hikâyelerinin motif yapısı. Ankara:Akçağ.

Başgöz, İ. (2012). Türkülü aşk hikayeleri - Bir gösterim olarak. İstanbul: Pan.

Çobanoğlu, Ö. (2000).Âşık tarzı kültür geleneği ve destan türü. Ankara: Akçağ.

Çobanoğlu, Ö. (2002). Halkbilimi kuramları ve araştırma yöntemleri tarihine giriş. Ankara: Akçağ.

Demirel, Ö., Başbay, A. & Erdem, E. (2006). Eğitimde çoklu zeka, kuram ve uygulama. Ankara: Pegem.

Demren, Ö. (2009). Geleneksel halk anlatılarının çoklu zeka kuramı çerçevesinde tahlili. Yayımlanmamış Doktora Tezi, Hacettepe Üniversitesi.

Demren, Ö. (2009). Performans olarak masal icra bağlamı ve eğitsel bir kaynak olarak çoklu zeka kuramı çerçevesinde tahlili. Uluslararası karşılaştırmalı edebiyat ve dil öğretimi kongresi (29 Nisan-1 Mayıs 2009) bildiri kitabı içinde (s.211-218), Ankara.

Ekici, M. (2007). Halk bilgisi (folklor) derleme ve inceleme yöntemleri. Ankara: Geleneksel.

Gardner, H. (1993). Multiple intelligence, the theory in practice. New York: Basic Books.

Gardner, H. & Others (1996). Intelligence: Multiple perspectives. New York: Harcourt Brace College Publishers.

Gardner, H. (1999). Intelligence refraimed, multiple intelligences for the 21st century. New York: Basic Books.

Gardner, H. (2004a). Zihniyetleri değiştirmek, kendimizin ve başkalarının zihniyetini değiştirmenin sanatı ve bilimi. (Çev. Ahmet Kardam), İstanbul: Türkiye Metal Sanayicileri Yayını.

Gardner, H. (2004b). Zihin çerçeveleri, çoklu zeka kuramı. (Çev. Ebru Kılıç), İstanbul: Alfa.

Gardner, H., Kornhaber, M. L. & Wake, W. K. (1996). Intelligence: Multiple perspectives. New York: Harcourt Brace College.

Görkem, İ. (1998). Türk halk hikâyelerinin canlı gösterim (=performance oriented) olarak incelenmesi. Milli Folklor, 37:107-113.

Hymes, D. (1971). Sociolinguistics and ethnography of speaking. (Ed. Edwin Ardener), in social anthropology and language (p.47-93). London: Tavistock.

Özarslan, M. (2002). Âşıklık geleneği içinde âşık müziği ve kimi problemler. Erdem/Türk Halk Kültürü Özel Sayısı-II, 38:399-409, Ankara: Can Ofset, Erişim: 18.02.2017, http://turkoloji.cu.edu.tr/HALK%20EDEBIYATI/metin_ozarslan_asiklik_gelenegi_muzik_problemler.pdf

Porteli, A. (2005). Sözlü tarihi farklı yapan şey. (Çev. Kürşat Korkmaz), Milli Folklor, 68:222-231.

Prouty, K. E. (2006). Orality, literacy and mediating musical experience: Rethinking oral tradition in the learning of jazz improvisation. Popular Music and Society, 29(3):317-334.

Pultar, G. & Aygün Cengiz, S. (2003). Kardeşliğe bin selam - İlhan Başgöz ile söyleşi. İstanbul: Tetragon.

Yavuz, K. E. (2001). Eğitim-öğretimde çoklu zeka teorisi ve uygulamaları. Ankara: Ceceli Okulları Yayını.

Yıldırım, D. (2002). Türk kahramanlık destanları. (Ed. Saim Sakaoğlu & Ali Duymaz), İslamiyet öncesi Türk destanları içinde (s.58-67), İstanbul: Ötüken.

Downloads

Published

2017-07-05

How to Cite

Demren, Özlem. (2017). Analysing the communicative aspect of Turkish minstrelsy tradition and story-telling performance in the frame of multiple intelligences theory. Journal of Human Sciences, 14(3), 2259–2267. Retrieved from https://j-humansciences.com/ojs/index.php/IJHS/article/view/4564

Issue

Section

Folklore