Original article | Educational Policy Analysis and Strategic Research 2018, Vol. 13(1) 71-80
pp. 71 - 80 | DOI: https://doi.org/10.29329/epasr.2018.137.4 | Manu. Number: MANU-1803-14-0002
Published online: April 16, 2018 | Number of Views: 202 | Number of Download: 866
Music education departments in universities aim to become qualified and successful trainers while educating their students. For this purpose, it is very important to apply the programs which will train well-educated graduates with pedagogical formation lessons who are mastered by their instrument, able to use their voices individually and collectively, competent in the field of harmony, solfege and music theories and strengthened with music literature based cultural lessons. In today's computer-assisted music world, softwares has been developed that besides the musicians music educators can also use both inside and outside the classroom. Today, there are many softwares not only to make music and but also to provide and improve music education and teaching. Softwares aiming teaching harmony, solfege, ear training and music theories together with programs supporting music creation such as composition, editing and note writing programs provide great benefits to music educators. For future teachers to be able to successfully use the evolving music technologies in their fields, it is important to emphasize that the courses for computer-assisted music education are effective and should be coordinated with other courses. In this article, studies on computer-assisted music education in Marmara University, Atatürk Faculty of Education, Department of Fine Arts Education, Department of Music Teacher Education were examined.
Keywords: Computer-assisted music education, music technologies, music teacher training
|How to Cite this Article?
APA 6th edition
Chicago 16th edition
March 2018All Articles