THE EFFECT OF VIOLA EDUCATION SUPPORTED BY PIANO ACCOMPANIMENT IN THE DISTANCE EDUCATION MODEL ON STUDENT MOTIVATION AND ATTITUDES

In today's world, the dizzying pace of technological developments is forcing education systems to undergo a radical transformation. One of the most obvious examples of this transformation is that traditional teaching approaches are increasingly being replaced by distance and digital-based learning methods. Especially in application-based disciplines such as art education, managing this change requires careful planning in both pedagogical and technical terms. During the development of this study, extraordinary conditions such as the COVID-19 pandemic affecting the world and the February 6 earthquake disaster in our country have once again clearly demonstrated the importance and necessity of distance education. In this context, one of the main motivations of the research is to contribute to the more effective, planned and efficient implementation of distance education in possible similar situations. In this research, the effect of piano-accompanied viola education carried out with the distance education model on students' attitudes towards individual instrument lessons was examined. This study, structured according to the action research design, one of the qualitative research methods, is also experimental in one sense. The study group consists of four viola students studying in high school. During the research process, a systematic action research was conducted in order to monitor the technical and musical development of the students; The lessons were structured based on the 5E model. The Individual Instrument Lesson Attitude Scale developed by Yalçınkaya and Eldemir (2013) was used to measure the attitudes of the students participating in the study towards their individual instruments before and after the application. The study concluded that viola lessons supported by piano accompaniment in distance education led to positive changes in the students' attitudes in terms of descriptive terms, and that the post-test scores in the categories of "Liking", "Giving Importance to the Lesson" and "Psychological Status" increased compared to the pre-test scores, while they remained constant in the "Negative Attitude" category.

Keywords

Music Education, Distance Education, Viola Education