EXPERT OPINIONS ON PIANO ACCOMPANIMENT MODEL STUDIES BASED ON MODAL SOLFEGE EDUCATION MAKAMSAL SOLFEJ EĞİTİMİNE DAYALI PİYANO EŞLİKLEME MODEL ÇALIŞMALARINA YÖNELİK UZMAN GÖRÜŞLERİ
Yegah Musicology Journal, cilt.8, sa.1, ss.571-590, 2025 (Scopus)
- Yayın Türü: Makale / Tam Makale
- Cilt numarası: 8 Sayı: 1
- Basım Tarihi: 2025
- Doi Numarası: 10.51576/ymd.1623671
- Dergi Adı: Yegah Musicology Journal
- Derginin Tarandığı İndeksler: Scopus
- Sayfa Sayıları: ss.571-590
- Anahtar Kelimeler: harmony, modal, Music education, piano accompaniment, polyphony
- Ankara Hacı Bayram Veli Üniversitesi Adresli: Evet
Özet
The importance of piano accompaniment studies in music education is important. It is possible for individual piano students to improve their piano accompaniment skills in solfege, harmony and Turkish music polyphony courses at undergraduate level through accompaniment lessons. In this study, it aims to prepare different accompaniment models on the piano axis to be used in the teaching of solfege in the modal hearing education course in the undergraduate curriculum of music education departments; and to use these accompaniment models prepared by music education undergraduate students in piano accompaniment lessons. In the research, courses such as Turkish music polyphony and modal hearing in the undergraduate curriculum of music education departments were taken as basis. The three-part, four-part, and mixed harmony accompaniment methods were created for the Hicaz, Hüseyni, and Buselik modes, respectively. The researcher prepared melodies in accordance with the structure of the modals within the framework of expert opinion. Accompaniment models for three-part, four-part and mixed polyphony approaches were created for these melodies. In the study, which was carried out in the post-test without control group experimental model, these accompaniment models were submitted to the approval of the experts again and the application was made to the students whose individual instrument was the piano within the programme consisting of eight weeks. The data obtained as a result of the research were evaluated by three experts from different universities. According to the data obtained through the research, it was concluded that four-part harmony polyphony approach and mixed harmony polyphony approaches revealed a significant difference compared to three-voice harmony polyphony approach in accompaniment to modal solfege. As a result of the research, it is suggested that different accompaniment models should be applied to modal melodies and solfege in piano accompaniment lessons in music education. It is also recommended that accompaniment models for Turkish music melodies should be given as a whole with the tamper system.