{"id":8,"date":"2017-12-22T08:32:45","date_gmt":"2017-12-22T06:32:45","guid":{"rendered":"http:\/\/mahiye.com\/?page_id=8"},"modified":"2017-12-22T09:23:12","modified_gmt":"2017-12-22T07:23:12","slug":"hakkimizda","status":"publish","type":"page","link":"https:\/\/mahiye.com\/index.php\/hakkimizda\/","title":{"rendered":"\u00c7ocukluk \u00c7a\u011f\u0131 M\u00fczik E\u011fitimi (2-6 ya\u015f)"},"content":{"rendered":"

Yarat\u0131c\u0131 Drama ile Oynayarak Ya\u015fayarak \u00d6\u011fren<\/b><\/center>2. Bask\u0131n\u0131n \u00d6n s\u00f6z\u00fc<\/p>\n

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\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Birinci bask\u0131s\u0131n\u0131n \u00fczerinden yedi y\u0131l ge\u00e7ti. Bu arada d\u00f6rt kitap daha yazd\u0131m. \u0130lk kitab\u0131m olan bu kitab\u0131 yazarken di\u011ferlerinin tohumunu atm\u0131\u015ft\u0131m. Yani di\u011fer kitaplar\u0131m asl\u0131nda elinizdeki kitab\u0131n \u00e7ocuklar\u0131d\u0131r. \u0130kinci bask\u0131s\u0131na \u00f6ns\u00f6z yazmak beni heyecanland\u0131r\u0131yor.
\nBana, T\u00fcrkiye’de Kodaly metodu bilinmezken bu kitab\u0131 nas\u0131l yazd\u0131\u011f\u0131m\u0131 soruyorlar. Bu bilgi ve beceriye nas\u0131l ula\u015ft\u0131\u011f\u0131m\u0131 merak ediyorlar.
\nDrama, insandan insana, bir sanattan di\u011fer sanata, do\u011fadan sanata ve ya\u015famdan sanata ula\u015fmak isteyenler i\u00e7in bir k\u00f6pr\u00fcd\u00fcr. Ben bunu yapm\u0131\u015ft\u0131m ve bunu yaparken kendili\u011finden Kodaly, Dalcrose ve Orff’un, m\u00fczi\u011fin ba\u015flang\u0131\u00e7 e\u011fitiminde kulland\u0131klar\u0131 yola girmi\u015ftim. M\u00fcziksel kavramlar\u0131 oyun i\u00e7erisinde \u00f6\u011fretirken, Kodaly’nin \u00f6nerdi\u011fi gibi \u015fark\u0131, oyun, \u00e7alma, yaratma, dinleme ve de\u011ferlendirme s\u00fcre\u00e7leri kendili\u011finden dersin ak\u0131\u015f\u0131nda yer al\u0131yordu. Dansl\u0131 \u015fark\u0131lar\u0131m\u0131zla Dalcrose, ritim ve d\u00fc\u015f g\u00fcc\u00fcn\u00fc devreye sokan \u00e7alg\u0131lar\u0131m\u0131zla Orff ile ba\u011f kurmu\u015f oluyorduk.
\nYapt\u0131\u011f\u0131m\u0131n Kodaly y\u00f6ntemi oldu\u011funu bilmeden yapm\u0131\u015ft\u0131m. Kitab\u0131m\u0131 g\u00f6ren yabanc\u0131 uzmanlar bunun Kodaly ile \u00f6rt\u00fc\u015ft\u00fc\u011f\u00fcn\u00fc s\u00f6yleyince Kodaly metodunu daha iyi anlamak \u00fczere \u0130ngiltere’ye gittim ve kurslar\u0131na kat\u0131ld\u0131m. (1998, 2000)
\nGururla s\u00f6yleyebilirim ki, elinizdeki kitap hem Kodaly metodunu hem de dramay\u0131 \u00fclkemizde y\u00f6ntem olarak kullanan ilk m\u00fczik kitab\u0131d\u0131r.
\nKitaptaki \u00f6rnek \u00e7al\u0131\u015fmalar\u0131n sonunda yer alan “bilme” b\u00f6l\u00fcmlerine “de\u011ferlendirme” ba\u015fl\u0131\u011f\u0131 da koyabilirmi\u015fim. Bilme oyunlar\u0131 \u00e7ocu\u011fun neyi ne kadar \u00f6\u011frendi\u011fini anlaman\u0131z, yani de\u011ferlendirme yapabilmeniz i\u00e7indir.
\nDe\u011ferli \u00f6\u011fretmen arkada\u015f\u0131m, kitapta “ritm” olarak ge\u00e7en s\u00f6zc\u00fc\u011f\u00fcn bug\u00fcn “ritim” olarak yaz\u0131lmas\u0131ndan yanay\u0131m. Akademisyenler aras\u0131nda b\u00f6yle kullanmak gerekti\u011fini savunanlara kat\u0131l\u0131yorum.
\n\u0130kinci bask\u0131yla beraber, ikinci sevincim de H\u00dcEF’de okul \u00f6ncesi \u00f6\u011fretmen adaylar\u0131na kendi kitab\u0131mla ders veriyor olmamd\u0131r.
\nDaha iyilerini sizin yazman\u0131z dile\u011fiyle g\u00f6zlerinizden \u00f6perim.<\/p>\n

Mahiye MORG\u00dcL<\/p>\n

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\"\"<\/p>\n

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Kitap i\u00e7in ne dediler\u2026.<\/b><\/p>\n

“\u2026 Bu kitap, okul\u00f6nces\u0131 \u00e7ocuklar\u0131na m\u00fczik \u00f6\u011fretimi yapacak ki\u015filere, yuva ve anaokulu, ilkokul s\u0131n\u0131f \u00f6\u011fretmenlerine ve \u00f6zellikle ana-babalara ger\u00e7ekten katk\u0131 getiren bir i\u00e7erik ta\u015f\u0131yor. En \u00f6nemlisi, t\u00fcm\u00fcyle yarat\u0131c\u0131 bir e\u011fitimin nas\u0131l yap\u0131labilece\u011fine yetkinlikle e\u011filinmi\u015f, ho\u015fg\u00f6r\u00fcye, t\u00fcm\u00fcyle demokratik davran\u0131\u015flara dayal\u0131 e\u011fitim hakk\u0131nda \u00e7ok g\u00fczel \u00f6rnekler verildi\u011fi bir kitap olmas\u0131.
\nAyr\u0131ca kitap, ulusal m\u00fczik da\u011farc\u0131\u011f\u0131m\u0131zdan ne \u00f6l\u00e7\u00fcde , nas\u0131l yararlan\u0131labilece\u011fi \u00fczerinde durulan \u00f6z b\u00f6l\u00fcmleri ile de \u00f6nemli. K\u00fc\u00e7\u00fck \u00e7ocuk a\u00e7\u0131s\u0131ndan, \u00f6zellikle geleneksel m\u00fczi\u011fimizdeki koma sesler ni\u00e7in uygun sesler de\u011fildir? Koma seslerin hangi ya\u015ftan itibaren e\u011fitime girebilece\u011fi, ses e\u011fitimine de yer verilmesinin gereklili\u011fi, hemen t\u00fcm \u00f6rnek uygulamalar\u0131n ve \u00f6rnek \u015fark\u0131lar\u0131n pek \u00e7o\u011funun \u00f6zg\u00fcn olmas\u0131, kitab\u0131n \u00f6nemini artt\u0131r\u0131yor.”<\/p>\n

Prof. \u0130nci San<\/div>\n

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\u0130\u00e7indekiler:<\/b><\/p>\n

\u0130\u00e7indekiler:<\/p>\n

1.B\u00f6l\u00fcm
\nYarat\u0131c\u0131 Drama
\nGruba Giden Yol
\nYarat\u0131c\u0131 Drama ve Toplumsalla\u015fma
\nM\u00fczikal kavramlar\u0131 Olu\u015fturmada Yarat\u0131c\u0131 Drama<\/p>\n

2.B\u00f6l\u00fcm
\n\u0130\u015fitsel Alg\u0131lama Geli\u015fimi
\nMelodik Yap\u0131lanma
\nRitim Duygusu Geli\u015fimi
\n\u00c7ocuklarda Ses S\u0131n\u0131r\u0131
\nM\u00fczik Odas\u0131
\nS\u0131n\u0131f \u0130\u00e7i Enstr\u00fcmanlar
\n\u0130lk \u00c7ocuklukta M\u00fczi\u011fin Rol\u00fc<\/p>\n

3.B\u00f6l\u00fcm
\n\u0130ki Ya\u015f \u00c7ocu\u011funun Genel Geli\u015fim \u00d6zellikleri
\n\u0130ki Ya\u015f \u00c7ocu\u011funun M\u00fczik \u00d6zellikleri
\n\u0130ki ya\u015f \u00c7ocu\u011funun Ses \u00d6zellikleri ve \u00d6rnek Aktiviteler<\/p>\n

4.B\u00f6l\u00fcm
\n\u00dc\u00e7 Ya\u015f \u00c7ocu\u011funun Genel B\u00fcy\u00fcme \u00d6zellikleri
\n\u00dc\u00e7 Ya\u015f \u00c7ocu\u011funun M\u00fczik \u00d6zellikleri
\n\u00d6rnek Aktiviteler
\n\u0130nce-Kal\u0131n Ses Fark\u0131n\u0131 Alg\u0131lama
\nH\u0131zl\u0131-Yava\u015f Tempo Alg\u0131lama
\nUzun-K\u0131sa Ses Alg\u0131lama
\nDinleme E\u011fitimi
\nSese Y\u00f6nlendirme
\nResme Bak\u0131p \u015eark\u0131y\u0131 An\u0131msama
\nResme Bak\u0131p M\u00fczik Aletini Tan\u0131ma
\nDuydu\u011fu Efekt Sesi V\u00fccut Devinimlerine D\u00f6n\u00fc\u015ft\u00fcrme<\/p>\n

5.B\u00f6l\u00fcm
\nD\u00f6rt ve Be\u015f Ya\u015f \u00c7ocu\u011funun Genel B\u00fcy\u00fcme \u00d6zellikleri
\nD\u00f6rt ve Be\u015f Ya\u015f \u00c7ocu\u011funun M\u00fczik \u00d6zellikleri
\n\u00d6rnek Aktiviteler
\nKavram E\u011fitiminde Slayt \u0130le \u00c7al\u0131\u015fma
\nGrup Yarat\u0131c\u0131l\u0131\u011f\u0131na \u00d6rnek Bir Do\u011fa\u00e7lama
\nAkademik \u00e7al\u0131\u015fma Yapmakta Olan \u00d6\u011fretmen Aday\u0131 \u00d6\u011frencilere \u00d6neriler<\/p>\n

6.B\u00f6l\u00fcm
\nAlt\u0131 Ya\u015f \u00c7ocu\u011funun Genel B\u00fcy\u00fcme \u00d6zellikleri
\nAlt\u0131 Ya\u015f \u00c7ocu\u011funun M\u00fczik \u00d6zellikleri
\nAlt\u0131 Ya\u015f Grubunda \u00c7alg\u0131 E\u011fitimi
\n\u0130ki Seslili\u011fe Ge\u00e7i\u015f
\nKendi \u015eark\u0131s\u0131n\u0131 Besteleme
\nDinledi\u011fi M\u00fczi\u011fe \u00d6yk\u00fc Yaratma
\nBir Halk \u00d6yk\u00fcs\u00fcn\u00fcn \u015eark\u0131s\u0131n\u0131 Do\u011fa\u00e7lamadan Dramatize Etme
\n\u00c7ocu\u011fun Toplumsalla\u015fmas\u0131 ve M\u00fczikal Geli\u015fiminde Halk Ezgileri ve Halk Oyunlar\u0131n\u0131n Rol\u00fc
\nEfekt Seslerle \u00d6yk\u00fc yaratma
\nResim Tamamlama
\nKendi Orkestras\u0131n\u0131 Kurma
\nSes E\u015fle\u015ftirme
\n\u00dcnitelerin Peki\u015ftirilmesinde M\u00fczik<\/p>\n

7.B\u00f6l\u00fcm
\nM\u00fczik Testleri<\/p>\n

 <\/p>\n

M\u00fczik Etkinliklerinden Foto\u011fraflar<\/p>\n

\"\" \"\" \"\"<\/p>\n","protected":false},"excerpt":{"rendered":"

Yarat\u0131c\u0131 Drama ile Oynayarak Ya\u015fayarak \u00d6\u011fren2. Bask\u0131n\u0131n \u00d6n s\u00f6z\u00fc   \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Birinci bask\u0131s\u0131n\u0131n \u00fczerinden yedi y\u0131l ge\u00e7ti. Bu arada d\u00f6rt kitap daha yazd\u0131m. \u0130lk kitab\u0131m…<\/p>\n

Devam\u0131n\u0131 Oku\u00c7ocukluk \u00c7a\u011f\u0131 M\u00fczik E\u011fitimi (2-6 ya\u015f)<\/span><\/a><\/div>\n","protected":false},"author":1,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"spay_email":""},"_links":{"self":[{"href":"https:\/\/mahiye.com\/index.php\/wp-json\/wp\/v2\/pages\/8"}],"collection":[{"href":"https:\/\/mahiye.com\/index.php\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/mahiye.com\/index.php\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/mahiye.com\/index.php\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/mahiye.com\/index.php\/wp-json\/wp\/v2\/comments?post=8"}],"version-history":[{"count":4,"href":"https:\/\/mahiye.com\/index.php\/wp-json\/wp\/v2\/pages\/8\/revisions"}],"predecessor-version":[{"id":51,"href":"https:\/\/mahiye.com\/index.php\/wp-json\/wp\/v2\/pages\/8\/revisions\/51"}],"wp:attachment":[{"href":"https:\/\/mahiye.com\/index.php\/wp-json\/wp\/v2\/media?parent=8"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}