GÜZEL SANATLAR LİSESİ PİYANO KİTAPLARININ NÜANS KULLANMA DURUMLARINA YÖNELİK İNCELENMESİ

Abstract

The expression of emotions in conversations, as well as in music, is known to influence the character and the emotions conveyed by the music. The interpretation expressions that give meaning to music and have a significant impact are present in the language of music. This study aims to investigate the usage of nuance terms in piano lesson textbooks of Fine Arts High Schools. In terms of vocational music education in our country, Fine Arts High Schools hold an important place, where the piano is a mandatory instrument. By examining the usage of nuance markings found in piano lesson textbooks of Fine Arts High Schools, various findings have been obtained and recommendations have been made based on these findings. This research, designed descriptively, utilized the document analysis method. In this context, piano lesson textbooks used in Fine Arts High Schools (9th, 10th, 11th, and 12th grades) were examined. The resulting data were categorized according to sub-problems and presented in the findings section. According to these findings, the usage of nuance terms was distinguished according to music forms, revealing that they were used to a significantly lesser extent in etudes (22%) but were highly prevalent in compositions (91.7%). As a result, it was revealed that the usage of nuance in the textbooks begins slightly later than the generally accepted practice. Based on the research findings, it is recommended that new piano lesson textbooks should start incorporating nuance usage at an earlier stage and provide more colorful options.