| Course Description |
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| Course Name |
: |
Main musical İnstrument |
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| Course Code |
: |
M ÜVÇ 101 |
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| Course Type |
: |
Compulsory |
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| Level of Course |
: |
First Cycle |
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| Year of Study |
: |
1 |
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| Course Semester |
: |
Fall and Spring (32 Weeks) |
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| ECTS |
: |
12 |
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| Name of Lecturer(s) |
: |
Lecturer FİGEN AKGÜN
Instructor ÖZGÜN ARIN
Instructor ERAY İNAL
Instructor UĞURSAYINBATUR
|
|
| Learning Outcomes of the Course |
: |
Gains the ability to complete the Wind-Percussion Education Program.
Gains the habit and awareness of having art ethics and professional discipline.
Does practical studies to know about national and international music literature with the professional knowledge he acquired.
Does theoretical studies to know about national and international music literature with the professional knowledge he acquired.
This programme helps students to perform the works of art that will be played on the stage with the group.
Gains musical synergy coming together with colleagues at the time of the performance.
Gains the ability to decipher the works of art technically and musically.
Performs the works of art in the Wind-Percussion Education Program technically and musically.
|
|
| Mode of Delivery |
: |
Face-to-Face |
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| Prerequisites and Co-Prerequisites |
: |
None |
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| Recommended Optional Programme Components |
: |
None |
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| Aim(s) of Course |
: |
This programme aims to train indivuals who will graduate from Wind-Percussion Instruments Bachelor of Education program playing the instruments using the technical and musical methods in an effective way, who have adopted an aesthetic point of view, can play and any work of art as solo or with group, gain the ability to transfer the feelings and thoughts in the work of art to the audience, have the art ethics and professional discipline, and who are aware of the responsibility to themselves, their nations and the humanity. |
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| Course Contents |
: |
This programme teaches wind and Percussion Instruments Literature from technical and musical aspects doing solo and group work and trains undergraduates as artists. |
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| Language of Instruction |
: |
Turkish |
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| Work Place |
: |
Classroom |
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Course Outline /Schedule (Weekly) Planned Learning Activities |
| Week | Subject | Student's Preliminary Work | Learning Activities and Teaching Methods |
|
1 |
Determining the level of the student |
Individual Study |
Special Support / Structural Examples |
|
2 |
make up the deficiency |
Individual Study |
Special Support / Structural Examples |
|
3 |
teaching the methods of arpeggio and gamut that will develop technical skills |
Individual Study |
Special Support / Structural Examples-Assignment |
|
4 |
Tone and musical studies |
Individual Study |
Special Support / Structural Examples |
|
5 |
teaching Etudes and technical studies |
Individual Study |
Special Support / Structural Examples-Assignment |
|
6 |
listening to the etude that has been taught and technical studies. |
Individual Study |
Special Support / Structural Examples |
|
7 |
Selection and deciphering of works for acompaniment course repertoire except from the exam. |
Individual Study |
Special Support / Structural Examples |
|
8 |
Technical study of the work |
Individual Study |
Special Support / Structural Examples |
|
9 |
Musicality study of the work |
Individual Study |
Special Support / Structural Examples |
|
10 |
listening to the work |
Individual Study |
Special Support / Structural Examples |
|
11 |
teaching Etudes and technical studies |
Individual Study |
Special Support / Structural Examples |
|
12 |
listening to the etude studied, teaching the new work and deciphering it. |
Individual Study |
Special Support / Structural Examples |
|
13 |
Technical study of the work |
Individual Study |
Special Support / Structural Examples-Assignment |
|
14 |
musicality study of the work and presenting the etude. |
Individual Study |
Special Support / Structural Examples |
|
15 |
listening to the work and the etude. |
Individual Study |
Special Support / Structural Examples-Assignment |
|
16 |
overall assessment and presenting the works that will be played in the final exam, and deciphering studies. |
Individual Study |
Special Support / Structural Examples-Assignment |
|
17 |
presenting Survey and concerto |
Individual Study |
Assignment |
|
18 |
Listening to the first part of the concerto |
Individual Study |
Special Support / Structural Examples |
|
19 |
Listening to the second part of the concerto |
Individual Study |
Special Support / Structural Examples |
|
20 |
listening to the etude and the first and second parts of the concerto |
Individual Study |
Special Support / Structural Examples |
|
21 |
Listening to the third part of the concerto |
Individual Study |
Special Support / Structural Examples |
|
22 |
listening to the all parts of the concerto and presenting sonata |
Individual Study |
Special Support / Structural Examples |
|
23 |
Listen to the first part of the sonata |
Individual Study |
Special Support / Structural Examples |
|
24 |
Listen to the second part of the sonata |
Individual Study |
Special Support / Structural Examples |
|
25 |
Listen to the third part of the sonata |
Individual Study |
Special Support / Structural Examples |
|
26 |
listening to the fourth part of the sonata and the whole concerto, presenting the exam etude. |
Individual Study |
Special Support / Structural Examples-Assignment |
|
27 |
listening to all parts of the sonata and etude. |
Individual Study |
Special Support / Structural Examples |
|
28 |
listening to the concerto and sonata |
Individual Study |
Special Support / Structural Examples |
|
29 |
Listening to the whole concerto and sonata |
Individual Study |
Special Support / Structural Examples |
|
30 |
listening to whole Concerto, sonata, and etude. |
Individual Study |
Special Support / Structural Examples |
|
31 |
Final exam preparation |
Individual Study |
Special Support / Structural Examples |
|
32/33/34 |
Final Examination |
|
Evaluation |
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|
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Required Course Resources |
| Resource Type | Resource Name |
| Recommended Course Material(s) |
 P.HİNDEMİTH - Sonat, G.P.TELEMAN - Solo Sonatlar, J.S.BACH - Sonat, F.DOPPLER - Air Velaques, F.POULENC - Sonat, CİMAROSA - Konçerto, TELEMAN - Konçerto, TELEMAN - Sonat, J.S.BACH - Sonat
H. BAERMANN – Introduction and Polonai, E. CHAUSSON – Andante et All, J. HOROVITZ – Sonatina , W. A. MOZART – Grande Sonate after Kv. 581, K. PENDERECKI – Prelude for Solo Clarinet in Bb, F. POULENC – Sonate , WEBER - Andante Rondo Ungarese, STAMİTZ - Konçerto, J.C.BACH - Konçerto Mi bemol majör
DEVİENNE - Konçerto, FASCH - Sonat Do majör, KALLİWODA - Variations, DANZİ - Konçerto, MOZART - Konçerto No:3, HAYDN - Konçerto No:1, MARCELLO - Sonat, J.B.ARBAN - Carnaval de Venice, L.BLOZHEVÇH - Konçerto No:5, V.STOR - Konçerto
J.HAYDN - Konçerto , K. SEROCKİ - Sonata , C. M. von WEBER - Romance , G. P. TELEMAN - Sonata in F min., S. RACHMANİNOF - Vocalise, C.WİLCOXON - All Amerikan Drummer, MOZART - Eine Kleine Nacht Musik, . BACH - Sarabande, BEETHOVEN - Sonat Patetica
|
| |
| Required Course Material(s) | |
|
|
| Contribution of the Course to Key Learning Outcomes |
| # | Key Learning Outcome | Contribution* |
|
1 |
Students gains the ability to fulfil the Wind-Percussion Instruments Education Program.
|
5 |
|
2 |
Students perform the works of art contained in the Wind-Percussion Instruments Education Program in technical and musical sense. |
4 |
|
3 |
Students can do theoretical studies with their professional knowledge to get to get information about the national and international music literature. |
4 |
|
4 |
Students can do practical studies with their professional knowledge to get to get information about the national and international music literature. |
4 |
|
5 |
Students perform the selected Works in the education programme in technical and musical sense. |
4 |
|
6 |
Students are able to independently carry out an advanced study related to their own field. |
4 |
|
7 |
Students gain a positive attitude towards learning and improving the Wind-Percussion Instruments education |
4 |
|
8 |
Students evaluate and perform the advanced level of skills and knowledge acquired in their own field with a critical perspective. |
3 |
|
9 |
Students gain an awareness of being a national and international artist who knows the responsibility he should undertake. |
4 |
|
10 |
Students gain the habit and awareness of getting the art ethics and professional discipline |
5 |
|
11 |
Students gain the ability to have musical synergy working together with their colleagues during the performance period. |
5 |
|
12 |
Students gain the ability to decipher the works of art in technical and musical sense. |
4 |
|
13 |
This programme helps students to perform the works of art that will be played on the stage with the group. |
5 |
|
14 |
In addition to Professional development, students improve themselves continually in scientific, social, cultural and sports fields for their personal development. |
0 |
| * Contribution levels are between 0 (not) and 5 (maximum). |
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