1,720,989 research outputs found
Community Music : Almanya Eğitim Sistemindeki Yeri ve Türkiye’ye Yönelik Perspektifler
No full textBu yazı, Community Music kavramının Almanya’daki gelişimine odaklanarak farklı kaynaklar aracılığıyla bu süreci ele almayı amaçlamaktadır. Aynı zamanda, Türkçe’de henüz yeterince kaynak bulunmayan Community Music terimini açıklamaya ve tarihsel gelişimini özetlemeye çalışacaktır. Yazar, bu metinde bilinçli bir şekilde Community Music terimini Türkçe’ye çevirmemiştir. Bunun temel nedenlerinden biri, bu kavramın Türkçe için oldukça yeni olması ve Türkçe’ye kazandırılmasının zaman ve süreç gerektirdiğine olan inancıdır. Yazar, doğrudan ve öznel bir çeviri yapmak yerine, bu sürecin doğal bir evrimle ilerlemesinin daha sağlıklı olacağı görüşündedir. Ayrıca, Community Music teriminin Almanca’da da İngilizce orijinaliyle kullanıldığına dikkat çekilmektedir. Yazının sonunda, Almanya akademisinde 2012’den bu yana yaşanan gelişmelerin bir parçası olan Türkiye kökenli bir yazar olarak, bu terimin Türkiye’de ve Türkçe’de nasıl karşılık bulabileceğine dair bazı çıkarımlar ve önerilerde bulunulacaktır.
This paper aims to examine the development of the concept of Community Music in Germany by exploring this process through various sources. At the same time, it seeks to explain the term Community Music, which currently lacks sufficient resources in Turkish, and to summarize its historical development. The author has deliberately chosen not to translate the term Community Music into Turkish in this text. One of the main reasons for this decision is that the concept is still quite new in Turkish, and its integration into the language requires time and a natural process. The author believes that instead of making a direct and subjective translation, it would be healthier for this process to evolve naturally. Additionally, it is noted that the term Community Music is also used in its original English form in German. At the end of the paper, as a Turkish-origin scholar who has been part of the German academic landscape since 2012, the author will present some insights and suggestions on how this term could be adapted into Turkish and find its place within Turkey’s academic and musical discourse
Community Music for Turkish Immigrants in Germany
No full textTurkish immigrant community is the largest ethnic minority group in Germany at the present time. Based on the existing state of social inclusion process, the present study discusses how the Turkish parents in Germany perceive music and music education. The study aims understanding the cultural phenomena, which influence the beliefs and perceptions regarding to the music education. By exploring the elements of transcultural music education, the paper aims generating and enhancing the ideas for possible community music projects, which could make contributions to the Turkish community’s inclusion process.
The case study applies various interview techniques and forms of systematic observation to generate qualitative data about the parents’ perceptions of and attitudes towards educational and developmental processes, social behaviour and self-concepts, bilingualism and flexibility in verbal expression as well as complex benefits of music education representing a main focus of interest. First findings from piloting encounters and main interviews demonstrate the high impact of cultural habits and socio-demographic backgrounds on the participants’ decisions about styles and modes of music education. These findings will be discussed along with suggestions and implications about how to apply them to the community music practices
Gender, Language, and Genre : Exploring Fluidity in Music Education Contexts
No full textThis paper starts from the premise that queer individuals might be navigating complex challenges in finding their place within the vocal constructs of music education. By questioning the necessity of framing the voice within rigid gender binaries, this study leverages post-structuralist and queer theories of gender performativity to explore how these constructs influence self-expression and identity. The paper examines the artistry of Nuri Harun Ateş, a Turkish countertenor whose eclectic vocal and stylistic choices challenge conventional constructs of genre and gender. Ateş seamlessly navigates Western classical, pop, and nostalgic Turkish music, performing in Turkish, French, Italian, English, and Kurdish. His performances, marked by feminine-coded styling and lyrics that foreground his queerness, invite audiences to question entrenched societal norms about gender and identity. Drawing on media analysis, interviews, and live performance observations, the paper aims to highlight Ateş’s role in challenging traditional binaries and to explore how his approach to fluidity can inspire and inform music education practices. By foregrounding these theoretical perspectives, this paper aims to offer new insights into integrating concepts of gender and genre fluidity within formal, non-formal, and informal music education. While the study is ongoing, this presentation will focus on theoretical implications and their potential applications, providing a foundation for future work in this area
Redefining Voice : Exploring Gender and Musical Fusion in the Work of Nuri Harun Ateş
No full textNuri Harun Ateş is a versatile Turkish singer who fluidly crosses genres, including Western classical music, pop, and nostalgic tunes, singing in multiple languages such as Turkish, French, Italian, English, and Kurdish. Trained as a classical countertenor, Ateş skillfully navigates his vocal range, seamlessly transitioning between his high range and chest register to suit the song and genre. This fluidity is central to his artistic identity, not only in his voice but also in his genre-blending approach—such as fusing Habanera from Bizet’s Carmen with the Turkish classic Bağdat Yolu to create a unique oriental-pop fusion. His fluid artistry is equally reflected in his public persona, where his eclectic style choices—clothing, accessories, and hairstyle—challenge conventional boundaries. Amid Turkey’s traditional social climate, Ateş, a self-identified queer artist, uses styling choices often associated with femininity to encourage his audience to question established gender norms. His lyrics, which explore universal themes of love and relationships, subtly express his sexuality in lines like “I said I wear what I want / I say what I want / You can’t command the heart, that’s just how it is” and “Can somebody please tell me, what is this normal?”
Inspired by post-structuralist and queer theories, including Butler’s ideas on gender performativity and Doty’s “queer moments,”, this paper presents the early stages of an exploratory and descriptive study examining the complex intersections between music, gender, and language through the lens of Ateş’s voice and artistry. Using a case study approach, the research combines media analysis, music analysis, interviews, and live performance observations. These data are being analyzed through grounded theory principles, allowing themes related to music, gender, language and identity to emerge organically. The study aims to provide actionable recommendations for formal, non-formal, and informal music education contexts. This paper will discuss the relevance, methodology, and core research questions while presenting preliminary findings
A differentiated model for promoting language development and linguistic diversity through music education
No full textIn times of complex social and political challenges, where the role of languages is becoming increasingly important, there is an urgent need for educators to understand the potential of reciprocal learning relationships between music and language, including in bi- and multilingual contexts, in order to transform classrooms into (more) diverse places. Researchers explore the link between bilingualism and artistic expression, suggesting that bilingualism could affect an artist's work and identity by influencing creativity and cognition (Gardner-Chloros 2014). They also point to how music (particularly rap) in the classroom can enhance language and cultural learning, thereby promoting multilingualism, especially when considering the diverse backgrounds of students, including those who are economically disadvantaged (Aliagas, Fernández, and Llonch 2016; Kelly 2013). Given this information, the present study aims to present the thematic analysis of interviews and observations with Turkish-German families to understand the perceptions surrounding bilingualism and music education. Data were collected from 5 pilot and 10 main participants through parent-child observations and parent interviews. They were also given a small task after the interview and their perceptions of this task were also collected two weeks after the interviews. The thematic analysis shows that bilingualism/multilingualism in a musical environment is not only about translating songs, but rather about contextualised and (inter)culturally meaningful practices. Five main categories from the findings (emotions, idealism, difficulties, music for non-dominant language and baby steps) are presented and discussed with respect to previous research. Finally, on the basis of the results and the author's practical experience, a model is offered to differentiate the possibilities of multilingualism in a music classroom - from first language development to linguistically diverse and inclusive groups
Multilingualism and Cultural Inclusion through Music Education : a Case Study of the Community Music in Day Care Centres Project in Munich
No full textThe United Nations Sustainable Development Goals, in particular Goal 4 (Quality Education) and Goal 10 (Reducing Inequalities), underline the need to provide equitable educational opportunities to people in vulnerable situations, including those with a migrant background. Research by Apeltauer (20224) shows that a significant proportion of children in Germany with a migrant background face barriers to basic secondary education, mainly due to language barriers. In response to this challenge, Inceel (2018) advocates the implementation of multilingualism through music education as a means of reducing linguistic barriers. This paper focuses on the Community Music in Day Care Centres (KiTZ) project in Munich, which began in late 2021 and was administered by the Department of Education and Sport, KITA Division, Specialist Advice and Planning Department, and encompassed eight Munich day care centres. The primary aim of the initiative was to provide children and families living in socio-economically disadvantaged areas with opportunities for cultural engagement through an inclusive music project characterised by minimal preconditions for participation. Project activities took place in public spaces close to nurseries or childcare centres, including playgrounds and parks, where families and local residents were encouraged to make social connections through making music together. This study seeks to delineate the interrelationships between music education, migration and multilingualism, and subsequently to assess their collective influence on sustainability. The study of the Munich Community Music project illustrates how a multilingual approach to music education can act as a catalyst for promoting cultural inclusivity and alleviating language-related challenges faced by children from migrant backgrounds. Moreover, by providing opportunities for family and community participation in shared music-making in public spaces, the project not only addresses immediate educational needs, but also contributes to the broader goals articulated in the United Nations Sustainable Development Goals
Bozulan Kasetler, Kopan Bantlar ve Bağlanan Hayatlar (engl.: Broken Tapes, Torn Records and Connected Lives)
No full textBilingualism and Music Education : a Turkish-German Perspective
No full textResearch indicates that parents play an essential role in their children’s musical and language development. Moreover, neurocognitive studies point to the similarities between music and language processing. Based on the previous literature, the present study focuses on the Turkish immigrant parents’ beliefs and practices regarding bilingualism and music education. Interviews, observations and questionnaires are applied to generate qualitative data. Findings indicate that the participants’ positive beliefs are influenced by distal factors, such as cultural features, their own backgrounds, and socio-demographical characteristics. However, the lack of their theoretical knowledge regarding the subjects seems to have a negative impact on these beliefs
We Get Happy, We Write A Song. We Have A Funeral, We Lament“: Turkish Immigrant Parents’ Educational Beliefs and Practices
No full textResearch indicates that parents play an essential role in their children’s musical and language development (Clair, Jackson and Zweiback, 2012; Davidson, Howe, Moore and Sloboda, 1996; De Houwer, 1999; Mallett, 2000). Moreover, neurocognitive studies point to the similarities between music and language processing (Patel, 2003; Schön, Gordon and Besson, 2005). Based on the previous literature, the present study focuses on the Turkish immigrant parents’ beliefs and practices regarding three crucial educational areas: Music education, bilingual language acquisition and benefits of music education for bilingual language acquisition. Interviews, observations, and post-activity questionnaires are applied to generate qualitative data. Comparison of the results from three categories indicate that the participants’ positive beliefs are influenced by distal factors (cultural features, parents’ own backgrounds, and socio-demographical characteristics). However, the lack of their theoretical knowledge regarding the subjects seems to have a negative impact on these beliefs. Because parents may not be improving themselves regarding the discussed subjects, parent-child practices seem to come short, or they face different difficulties. In the light of this information, recommendations for practice (policy makers, practitioners, parents) and for further research are discussed at the end of the study
'The way we express our love is different' Turkish Immigrant Parents' Beliefs andPractices : Regarding Music Education and Bilingual Language Acquisition
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