Osman Zeki Üngör’ün “Çocuklara Teganni Dersleri” kitabı üzerine bir çalışma
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Date
2010-04-01
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Uludağ Üniversitesi
Abstract
Cumhuriyet’in kurulması ile birlikte müzik dersi zorunlu ders kapsamında okutulmaya başlanmıştır. Ancak bu yıllarda eğitsel açıdan öğrencinin duygusal gelişimine uygun bir okul müziği dağarcığı olmaması konu ile ilgilenenlerin ilk önceleri yabancı ülkelerin okul müziklerini örnek alarak, altına Türkçe sözler yazarak bir dağarcık oluşturma yolunda çaba harcadıkları, daha sonraları bu aktarma şarkıların yanında onlara benzer anlayışla kendi bestelerinden oluşan öykünme şarkılar dağarcığı meydana getirdikleri, bununla birlikte halk müziğinin uygun örneklerinin materyal olarak kullanıldığı ve özgün bir okul müziği dağarcığının ancak 1960’lı yıllardan itibaren yaratıldığı görülmektedir. Bu araştırmada; Osman Zeki Üngör’ün 1925 yılında yeni Türk harflerinin kabulünden (1928) önce Osmanlıca harflerle yazdığı ve ilköğretimde müzik eğitimine kaynak oluşturmada önemli bir adım olarak düşünülen “Çocuklara Teganni Dersleri” adlı kitabın kapsam ve niteliği incelenerek, kitabın bölümleri ve içeriği tanıtılmış, benzer nitelikte sonraki yıllarda yayımlanmış kitaplara olan yansımaları gözetilerek değerlendirilmiştir.
Music lessons have been started to be taught as a compulsory subject with the establishment of the republic. However, during these years, due to the lack of a repertoire in school music appropriate to the student’s emotional development in terms of education, it has been found out that people who were involved with this subject took foreign countries’ school music as an example at the beginning by using Turkish words to be able to form a repertoire in music. Later, besides these transferred songs, they formed a repertoire of imitated songs consisting of their own musical compositions with a similarity to these transferred songs. In addition to this, suitable examples of folk music were used as materials and a repertoire in original school music was created beginning from the 1960s. In this research, the parts and content of the book titled “Çocuklara Teganni Dersleri” (Singing Songs Lessons for Children) were introduced by examining its content and quality. This book which was written in 1925 by Osman Zeki Üngör in Ottoman letters before the approval of the new Turkish letters in 1928 and which was considered to be an important resource in music education in primary schools was evaluated by studying its reflections on books published in the later years that had a similar quality.
Music lessons have been started to be taught as a compulsory subject with the establishment of the republic. However, during these years, due to the lack of a repertoire in school music appropriate to the student’s emotional development in terms of education, it has been found out that people who were involved with this subject took foreign countries’ school music as an example at the beginning by using Turkish words to be able to form a repertoire in music. Later, besides these transferred songs, they formed a repertoire of imitated songs consisting of their own musical compositions with a similarity to these transferred songs. In addition to this, suitable examples of folk music were used as materials and a repertoire in original school music was created beginning from the 1960s. In this research, the parts and content of the book titled “Çocuklara Teganni Dersleri” (Singing Songs Lessons for Children) were introduced by examining its content and quality. This book which was written in 1925 by Osman Zeki Üngör in Ottoman letters before the approval of the new Turkish letters in 1928 and which was considered to be an important resource in music education in primary schools was evaluated by studying its reflections on books published in the later years that had a similar quality.
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Keywords
İlköğretim, Müzik eğitimi, Şarkı kitabı, Primary education, Music education, Songs book
Citation
Gül, G. ve Bozkaya İ. (2010). “Osman Zeki Üngör’ün “Çocuklara Teganni Dersleri” kitabı üzerine bir çalışma”. Uludağ Üniversitesi Eğitim Fakültesi, 23(1), 133-156.