Relation of culture and cognition: New pedagogical formulations in music education<p>Kültür ve biliş ilişkisi: Müzik eğitiminde yeni pedagojik formüller
Keywords:
Music education and socio-cultural context, music education and cognitive context, cultural psychology in music education, Müzik eğitimi ve sosyo-kültürel bağlam, müzik eğitimi ve bilişsel bağlam, müzik psikolojisi, müzik eğitiminde kültürel psikolojiAbstract
Many studies have been conducted on the origins of music and human musicality. Still, researchers continue seeking answers to the question of where and when humans first contacted sound, and how and why they needed this contact. Music researchers must cross into this field of knowledge to understand the evolutionary story of human musicality. In this century, musical experience, musical perception, and the learning and teaching of music are now examined with the help of disciplines such as music psychology, music education, cultural psychology, neuroscience, and cognitive ethnomusicology. The implications of these studies now make it easier for researchers and practitioners to understand the relationships between individuals' cognitive, affective and kinesthetic intelligences and their music learning and musical developmental processes. Today, the scientific data presented by these studies are effective in building pedagogical principles such as multicultural and culturally sensitive music education, contributing to approaches to music education and teaching. The purpose of this study is to work toward clearer understandings how children learn and to contribute to the work of music educators and researchers who study human musicality and musical development processes in cultural and cognitive literature—and also think about alternative teaching approaches such as multiculturalism and culture- sensitive music education and teaching.
Extended English summary is in the end of Full Text PDF (TURKISH) file.Özet
İnsan müzikselliği ve müzik yapma davranışı tüm dünya toplumlarında gözlenebilen, insanın evrimsel gelişim süreçleri içerisinde önemli bir basamak olan, sosyo-kültürel, bilişsel ve psikolojik boyutları ile birlikte değerlendirilmesi gereken karmaşık anlam ağları ile inşa edilmiş bir olgudur. Her müzik yaşantısı da nasıl, nerede ve kimlerle deneyimlendiği ile ilişkili olarak bireyin ve toplumun anlam ve zihin örüntülerini oluşturmaktadır. Bilimsel çalışmalar, insanın müzik gelişimi ve öğrenme süreçlerinin sosyo-kültürel, bilişsel ve psikolojik boyutları çerçevesinde incelendiğinde, müzik öğretim yöntemleri ve materyallerinin de farklı bağlamlarda çeşitlenmesi gerektiğini vurgulamaktadır. Uluslararası alanyazında müziksel kültürleme farklılıklarının insanların müzikle ilgili zihinsel şekillenmelerine nasıl etki ettiğini ve bununla ilişkili olarak çokkültürlü müzik öğretimi yaklaşımlarının ve farklı müzik kültürlerinin eğitim programlarına entegrasyonu konularında kapsamlı araştırmalar bulunmaktadır. Türk müzik eğitimi araştırmalarında ise ilgili alanda yapılan çalışmaların oldukça az olması sebebiyle, bu çalışmanın ortaya koyduğu veriler ve tartışmalar, çokkültürlü ve kültüre duyarlı müzik eğitimi uygulamalarında pedagojik prensiplerin inşa edilmesine katkılar sağlayacaktır. Bu çalışmanın amacı, insan müzikselliğini ve müziksel gelişim süreçlerini kültürel ve bilişsel alanyazın içerisinde anlamaya çalışmak ve Türkiye’de çokkültürlülük, kültüre duyarlı müzik eğitimi ve öğretimi gibi alternatif öğretim yaklaşımları üzerine düşünen ve çalışan müzik eğitimcilerine ve araştırmacılarına kaynak sağlamaktır.
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