TEACHER VIEWS ON BAĞLAMA TEACHING IN AMATEUR MUSIC EDUCATION INSTITUTIONS (THE EXAMPLE OF MERSIN PROVINCE)

Abstract

In this study, it is aimed to determine the current situation of the baglama teaching process in the institutions that provide amateur music education and to sustain the process more qualitatively with the solution suggestions offered. In this study, which was prepared with qualitative research method, case study design was used. The study group of the research consisted of 15 baglama teachers working in institutions providing music education in Akdeniz, Mezitli, Toroslar and Yenişehir districts of Mersin province. Snowball sampling method, one of the purposive sampling methods, was used in the selection of the study group. In line with the aim of the study, semi-structured interviews consisting of 11 open-ended questions were conducted with 15 baglama teachers in the study group to collect data on the current situation. The data obtained from the interviews were analyzed and categorized by descriptive analysis method and presented in tables with frequency and percentage values. As a result of the research, teachers generally prefer individual lessons; individual lessons are mostly 1 hour a week and group lessons are mostly 2 hours a week, almost half of the teachers have problems with students' regular participation in the lessons, all of the teachers make preparations and give homework before the lessons, instrument knowledge, basic note training, theory, musical and technical characteristics of the works and playing and singing are covered in the lessons, all of the teachers use lecture and demonstration teaching methods in the lessons, The teacher-centered teaching model approach and traditional and methodological teaching methods are used together, training is given in two string arrangements, namely baglama order and broken order, performance evaluation is generally made, various auxiliary resources are used, and problems related to poor instrument quality and incorrectly learned gains are often encountered during the teaching process. Suggestions were given in line with the findings and conclusions reached within the scope of the research.