COMPARATIVE ANALYSIS OF 4th, 5th , 6th GRADE PRIMARY SCHOOL STUDENTS’ PERCEPTIONS TO SELF CONCEPT IN MUSIC ACCORDING TO VARIOUS VARIABLES

Abstract

Musical education process, as well any other branch of art, is one of the most fundamental aspects which complement individual development of human being. In this study, the distinctions among 4^th, 5^th and 6^th class primary school students’ perceptions to self-concept in music; how self-concept in music change with respect to the following variables - gender, age, class level, school type, having or not having skills to play a musical instrument, having musical training out of school- were investigated. Also relations between the variables were analysed. By education process in music classes, the aim was to present suggestions for improving this process while putting forward student’s own assesments about himself in music class. This investigation was performed by descriptive scanning model for determining the situation. 143 students in 2008–2009 educational year, both in private and state schools were involved in study as a medium for gathering data with “The Scale of Self Concept In Music” developed by Kocabaş (1998) consisting of 21 items of Likert type. SPSS 16 program was used for analysing data and standard deviation, one-way variance analysis, tests of t, F and Scheffe were implemented and the relation between Pearson Corelation Coefficient and variables were also discussed.  In this study, while a meaningful difference between variables such as levels of perception of students’  self-concept in music and age, class level  and committing skill development programs was obtained; a meaningful difference between variables such as gender, instructor, playing or not playing a musical instrument and parents’ musical education was not obtained. In addition to this, a positive low meaningful relation between gender, age, class-level, school type, music in the family and self concept was obtained. We should increase activities like music and instrument in communities and provide students benefit from these activities. Students and their families must be informed about the effect of music education to individual’s general and self-concept creation and importance of this. Basic music education in the family, at the nursery, elementary and secondary levels should be improved gradually.

Key words: Self concept in music, music education.

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