| Course Description |
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| Course Name |
: |
Main musical instrument |
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| Course Code |
: |
M ÜVÇ 301 |
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| Course Type |
: |
Compulsory |
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| Level of Course |
: |
First Cycle |
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| Year of Study |
: |
3 |
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| Course Semester |
: |
Fall and Spring (32 Weeks) |
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| ECTS |
: |
14 |
|
| Name of Lecturer(s) |
: |
Lecturer FİGEN AKGÜN
Instructor ÖZGÜN ARIN
Instructor ERAY İNAL
Instructor UĞURSAYINBATUR
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|
| Learning Outcomes of the Course |
: |
Gains the ability to fulfill the Wind-Percussion Education Program.
Is able to perform the selected works of art in Wind-Percussion Training Program in Percussion technically and musically.
Will have the habit and awareness of gaining 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.
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|
| 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 |
: |
The programme teaches wind and Percussion Instruments Literature in technical and musical terms as solo and group work and trains undergraduate 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 students |
Individual Study |
Special Support / Structural Examples |
|
2 |
making up the Deficiencies |
Individual Study |
Special Support / Structural Examples |
|
3 |
presenting gamut and arpeggio methods which will develop technical skills. |
Individual Study |
Special Support / Structural Examples-Assignment |
|
4 |
Tone and musical studies |
Individual Study |
Special Support / Structural Examples |
|
5 |
presenting etude and technical studies |
Individual Study |
Special Support / Structural Examples-Assignment |
|
6 |
listening to the presented etude and technical studies. |
Individual Study |
Special Support / Structural Examples |
|
7 |
Selection and decipher of the works for accompaniment course and the repetoire 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 |
presenting the etude and technical studies |
Individual Study |
Special Support / Structural Examples |
|
12 |
listening to the presented etude, assigning new work and deciphering it. |
Individual Study |
Special Support / Structural Examples-Assignment |
|
13 |
Technical study of the work |
Individual Study |
Special Support / Structural Examples |
|
14 |
musicality studies of the work and assigning etude. |
Individual Study |
Special Support / Structural Examples-Assignment |
|
15 |
listening to the work and the etude |
Individual Study |
Special Support / Structural Examples |
|
16 |
overall revision of the semester, assigning the works that will be played in the final exam and dceciphering them. |
Individual Study |
Special Support / Structural Examples-Assignment |
|
17 |
Giving Survey and concerto |
Individual Study |
Assignment |
|
18 |
Listen to the first part of the concerto |
Individual Study |
Special Support / Structural Examples |
|
19 |
Listen 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 whole concerto and assigning sonata |
Individual Study |
Special Support / Structural Examples |
|
23 |
Listen to the first part of the sonata |
Individual Study |
Special Support / Structural Examples |
|
24 |
Listening to the second part of the sonata |
Individual Study |
Special Support / Structural Examples |
|
25 |
Listening to the third part of the sonata |
Individual Study |
Special Support / Structural Examples |
|
26 |
listening to the fourth part of the sonata and whole of the concerto, assigning the exam etude. |
Individual Study |
Special Support / Structural Examples-Assignment |
|
27 |
listening to whole 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 parts of the concerto and sonata |
Individual Study |
Special Support / Structural Examples |
|
30 |
listening to the whole parts of the concerto, sonata, the etude. |
Individual Study |
Special Support / Structural Examples |
|
31 |
Final exam preparation |
Study |
Special Support / Structural Examples |
|
32/33/34 |
Final Examination |
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Evaluation |
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Required Course Resources |
| Resource Type | Resource Name |
| Recommended Course Material(s) |
 H.DUTILLEUX - Sonatine, F.DOPPLER - Macar Fantazisi, F.MARTİN - Ballade, J.S.BACH - Sonat, F.SCHUBERT - Introduction and Variatons, S.MERCADANTE - Konçerto, F.DEVİENNE - Konçerto, J.İBERT - Konçerto, HİNDEMİTH - Sonat, BOZZA - Pastoral, BACH - Konçerto, STRAUSS - Konçerto, TANSMAN - Sonatin
H.DUTILLEUX - Saraband et cortege, BERWALD - Konçerto, CRUSSEL - Konçertino, W.A.MOZART - Konçerto, BRUNS - Konçerto, G.JACOB - Konçerto, B. BARTOK – Sonatine, J. BRAHMS – Sonata Op.120 No. I – II, J. FRANÇAIX – Thema con Variazioni, Cl. La & Piano , B. KOVACS – “Hommage a ........” Clarinet Solo, M. REGER – Sonate Op. 49/1 , M. REGER – Sonate Op. 49/2 , M. REGER – Sonate Op. 107
G. ROSSINI – Introduction, Thema und Variationen , P. SANCAN – Sonatine, A. A. SAYGUN – Horon , H. SUTERMEISTER – Capriccio for Solo Clarinet in A , E. BOZZA – Concerto, D. DONDEYNE – Concertino, K. KURPINSKI – Concerto , D. MILHAUD – Concerto, L. SPOHR – Concerto No. 3 F Minor , L. SPOHR – Concerto No. 4 E Minor , W.A.MOZART - Konçerto No 4, HAYDN - Konçerto No 2
HİNDEMİTH - Sonat, R.STÖR - Konçerto, C.BOND - Konçerto, G. C. WAGENSEİL - Concerto, F. MARTİN - Ballade, D. MİLHAUD - Concerto d’ hiver , G. JACOB - Concerto , N. ROTA - Concerto, A.THOMAS - Raymond Üvertür, J.STRAUSS - Die Fiedermaus, W.A.MOZART - Sonat, J.S.BACH - Konçerto, F.DUPİN - Sept Moments Musicaux
|
| |
| 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. |
5 |
|
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. |
4 |
|
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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