Research Information System
in: Current Approaches in Education Sciences, Nihat Karaer, Editor, Platanus Publishing, Ankara, pp.97-113, 2025
How
interdisciplinary music education should be provided constitutes the problem
situation of this study. In the MEB system, where art (music and painting
classes) and sports classes are not given as much importance as academic
subjects (Turkish, Mathematics, etc.) or are left behind, it is particularly
important to determine how music classes can be conducted in an
interdisciplinary manner. How can music lessons be conducted in an interdisciplinary
manner? The question has been examined and answered from the perspective of an
individual who was once a music department student and is now a social studies
teacher. The study is a case study that attempts to present a perspective on
music education from the viewpoint of a social studies teacher. In this study,
it is aimed to examine the perception of the music department from the
perspective of a social studies teacher who has received education in the music
department. As a result of this study, it is necessary to ensure that music
education not only develops musical talent but also nurtures students to become
better learners, more sensitive researchers, and productive individuals. In
order for individuals to comprehend cultural diversity, creative drama classes
must be included in music departments. Additionally, it may be possible to
recognize and analyze the cultural diversity of music from different cultural
backgrounds through courses such as media literacy. Basic music education practices
should not be theoretical but should involve elemental music and movement
education that actively engages students while learning, utilizing the Kodály,
Dalcroze, and Suzuki methods. In addition to tests based on individuals' IQ
scores, it is necessary to conduct tests that will enable individuals to
understand their brain development and cognitive functions.