| dc.description.abstract | Music is one of the most important elements in the transfer of cultural heritage.
Especially traditional forms of music are considered to be the chief carriers of cultural
heritage because folk music, which jumps to mind at the mention of traditional music, is
a sub-division of culture as a genetic cultural nucleus and at the same time involves
many other sub-divisions and features of culture. These elements and features can be
listed as features of language, speech and dialect in the oral form, and stories, important
events, wars, natural phenomena, important people, religion, traditions and customs,
clothes, everyday items, daily life, social relationships, agriculture, animal husbandry,
hunting, accommodation, architecture, musical instruments etc. mentioned in the lyrics.
Apart from the oral structure, instrumental works are also elements of cultural heritage
together with the clothes, jewellery, objects etc. used in folk dances which they
accompany, and the instruments used in performing theatrical stories and narratives.
Such important cultural heritage is expected to occupy a central and prioritized position
in the music education systems of societies. Although the use of elements of folk music
in the three major headings of music education, namely general, professional and
amateur music education and their levels, has been the subject of many studies,
especially to what extent this has been fulfilled in our country is open to debate. Though
each type and level of music education is open to research, it is thought that general
music education and professional music education are the fundamental elements for the
system to function properly in a society. It will be an appropriate approach to explain
the representations of these types via the general music education in primary education
and music teachers conducting this education. In our country, after primary education,
or more appropriately after the eight-year education in primary and middle education,
prospective music teachers attend fine arts and sports high schools as interim level education institutions where professional music education is given at high school level.
In other words, individuals who have completed the general music education, one of the
two basic dynamics of the system, graduate from these high schools to move to the
other important dynamic of the system. From this perspective, it would not be wrong to
call fine arts and sports high schools or their equivalents in other countries as the
backyard of institutions educating music teachers. When the importance of the
institutions that offer music education at high school level is so evident, it is essential to
find out to what extent folk music as an element of cultural heritage is included in the
curricula of these schools. Therefore, the curricula of fine arts and sports high schools in
our country and the curricula of their counterparts in Azerbaijan, that is music colleges,
were investigated, compared and contrasted in terms of their folk music content and the
situation was questioned through the results that were obtained and the conclusions that
were reached. | en_US |
