Abstract

The purpose of this study is to determine violin students’ cognitive levels about articulation marks in Department of Music Education, Fine Arts Education, Gazi Faculty of Education, Gazi University (GUGEF), and to identify the variables on which the cognitive levels vary. It is a descriptive research considering the study purpose, method and nature of study data. In the study, Turkish and international literature was reviewed to identify the place and importance of articulation marks in violin education. The study was carried out during the fall semester of 2015 to 2016 academic year. 59 violin students from the GUGEF Music Education Department participated in the study. The study data were obtained after the students filled in a questionnaire comprised of seventeen items. It was found out that majority of the violin students recall playing techniques as articulation marks are mentioned. A great majority of the students learnt articulation marks in detail during violin lessons. Again, the vast majority said they find themselves partially sufficient in recognizing and applying articulation marks. From overall success levels in the test regarding articulation marks, it was concluded that the respondents do not know the names and functions of the articulation marks. After the cognitive levels of violin students in Music Education concerning articulation marks were identified, certain recommendations were proposed: Content of instrument courses, mainly including Musical Hearing, Reading, and Writing Course, should be rearranged in the light of the study data and findings. Typing of musical notation by using articulation marks should be taught in Computer Skills course offered in the Department of Music Education. Lastly, practical training could be run by specialists to improve violin students’ cognitive and behavioural levels regarding articulation marks.

Key words: Music education, instrument training, articulation, articulation marks, violin students.