Education Quarterly Reviews
Published: 15 December 2022
The Model Research that Compares the Multiple Intelligence Theory Implementations with the Traditional Methods Implemented in the Music Lessons of 4th And 5th Grades in Primary Schools
Özge Çongur Yeşilkaya, Ayşe Meral Töreyin
Gazi University, Turkey
Download Full-Text Pdf
Keywords: Multiple Intelligence Theory, Primary School Music Training Lessons, Music Education in Classroom, Musical Plays
The main concern in this study is constituted by the possibility of implementing a music training model which has been developed on the basis of the Multiple Intelligence Theory in the music lessons of the 4th and 5th grades of primary schools. Core study group was formed by 150 fourth and fifth grades students from Ankara Teğmen Kalmaz Primary School and Mamak Primary School and as well as the music teachers working at these schools in 2005-2006 educational period, who were selected by means of a random method. The findings of the research are composed of the pre tests and post tests filled by the students and their teachers as well as the observation sheets used during lessons in which the data about the differences between the traditional method based lessons and the multiple intelligence based lessons have been analyzed by SPSS package program and frequency tables and graphics of the data has been designed, additionally a bilateral relations have been examined by using cross tables. As a result of the study, it has been concluded that the events that activate different intelligence fields are not implemented in the music lessons taught through traditional methods, the creativity of the students has not been improved by different assignments and projects, the teachers do not bring various music-related materials to the classroom and that they do not render the lessons enjoyable. Whereas, it has been understood that in the music lessons based on Multiple Intelligence Theory, the students in the period of concrete process comprehend the abstract concepts of the lesson more effectively by means of plays and different activities, their creativity demonstrates a progress, and that the theory constitute an aid for them in discovering their capabilities. When the model is considered through this aspect, it is clearly obvious that the theory is applicable to the musical training model, the teachers who are to apply the theory should undergo in-service training before the applications, that there might be certain defects during the application of the theory due to physical conditions of the state schools, and that therefore the music rooms and equipment in the state schools should be improved. In the light of these findings, it has been determined that the questionnaire and observation forms produced at the end of the studies could be implemented as an appropriate measure for a research that would be reflected on a general sense and could be practice by schools at various social and economic levels.
Alkan, C. (1977). Educational technology theories and methods. Yargıcoğlu.
Bacanlı, H. (2000). Educational psychology. Alkım.
Campbell, D., Campbell, B., & Dickinson, D. (1999). Teaching and learning through multiple intelligences (2nd ed.). Allyn & Bacon.
Fidan, N. (1986). Teaching and learning in schools. Kadıoğlu Press.
Gardner, H. (1983). Frames of mind (1st ed.). (E. Kılıç, Trans.). Alfa Press and Printing.
Gardner, H. (2006). Educated mind. (1st ed.). (Ö. Akbas, Trans.). Yaylacık Press.
Gözütok, D. (2001). The multiple intelligence theory implementations in Başkent University Ayşe Abla College schools. Political.
Kagan, S., & Kagan, M. (1998). Multiple intelligences. The complete MI Book. K