FLÜT ÖĞRENCİLERİNİN MÜZİKSEL YORUMLAMA SÜRECİNE METAFORLAR YOLUYLA YARATICI KATILIMLARI
CREATIVE PARTICIPATION OF FLUTE STUDENTS IN THE MUSICAL INTERPRETATION PROCESS THROUGH METAPHORS

Summary/Abstract: In instrument education, it is expected to have musical expression and interpretation skills as well as technical skills. Metaphors are a helpful means to an end in teaching these abstract skills. Through metaphors, information in abstract structure is concretized and concepts are learned quickly and effectively. Therefore, using metaphors in instrument education emerges as a method that strengthens the education process. Although the metaphors produced by the educators in instrument education are beneficial to the interpretation process of the students, these metaphors may stay far away from the students' own imaginations. Concordantly, it is considerable to designate what the thoughts that add meaning to the musical interpretation process are in line with individual preferences and to reveal their common points in terms of creating a common language of expression. In this field, in the musical interpretation process of flute students, Kohler Op.33-1 No:1. It was aimed to indicate the metaphors they produced and their categories in order to describe the sentences belonging to the case, to examine the use of metaphors in terms of numerous variables and to detect their views on the use of metaphors. Phenomenology design, one of the qualitative research methods, was used in the research. The sample of the study consists of 64 flute students studying at music education department of Çanakkale Onsekiz Mart University, Balıkesir University, Pamukkale University, Muğla Sıtkı Koçman University and Uludağ University. Obtained data in MAXQDA and SPSS programs; were analyzed using statistical techniques such as theme analysis, frequency, mean, standard deviation, t-test and ANOVA. As a result of the research, the metaphors produced by flute students are under nine main themes, it was concluded that positive emotions, negative emotions and other categories, the emotional associations in the metaphor samples produced were in agreement with other research outcomes, and the students found metaphors effective in the creative interpretation stage.

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