International Teacher Education Conference 2014 1

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International Teacher Education Conference 2014 Hoca’nın derslerinde de bu özellik fark edilebilmektedir. Zira onun öğrencileri haftada en az bir kez derse gelmelidir ki üslup, icra tavrı gibi yetenekler gelişebilsin. Kaldı ki Dr. Turgut Hoca’nın muayenehanesine düzenli devam eden öğrenciler, yalnızca musiki dersleri değil, kitaplarda kolayca bulunamayacak olan kendisine ait önemli tecrübeleri, geçilen eser güftelerinin manalarını, bestekarlarına dair hikayeleri de bizzat Hoca’dan dinleme fırsatı bulabilmektedirler. Derslerin genellikle böyle sohbet havasında geçmesi ise öğrencilerin ilgisini daha çok çektiği için onları, neredeyse her gün muayenehaneye gitmeye sevk etmektedir. Böylelikle genel hatlarıyla bilgi vermeye çalıştığımız Dr. Tokaç’ın musiki eğitim ve öğretim metodu, nota ile meşkin sentezlenmiş bir biçimidir. Nota okuma yani solfejle birlikte geleneksel meşkin ana unsurlarında bahsettiğimiz, her eseri hafızaya alarak ilerleme bu metodda uzun olmayan eserler için geçerli olabilmektedir. Usûl vurma ise aynı şekilde devam etmektedir. Diğer benzer yönler de göz önünde bulundurulduğunda neyzen Dr. Tokaç sayesinde günümüzde meşkin hala bir ölçüde canlı tutulduğu açıkça görülmektedir. Kaynakça Behar, C. (1987). Klasik Türk Musıkisi Üzerine Denemeler. İstanbul: Bağlam Yayıncılık. Behar, C. (2012). Aşk Olmayınca Meşk Olmaz-Geleneksel Osmanlı/Türk Müziğinde Öğretim ve İntikal. İstanbul: YKY. Gerçek, İ. H. (2008). Geleneksel Türk Sanat Müziğinde Meşk Sisteminden Notalı Eğitim Sistemine Geçişle İlgili Bazı Düşünceler. A.Ü. Türkiyat Araştırmaları Enstitüsü Dergisi. Erişim tarihi: 25 Ocak 2014, http://e-dergi.atauni.edu.tr/index.php/taed/article/viewFile/2045/2045 Güntekin, M. (2002). Osmanlı'da Musiki ve "Hikmete Dair Fenn'in Son Osmanlılar"ı. Köprü Dergisi. Erişim tarihi: 25 Ocak 2014, http://www.koprudergisi.com/index.asp?Bolum=EskiSayilar&Goster=Yazi&YaziNo=71 Özcan, N. (2004). Meşk-Mûsiki. Türkiye Diyanet Vakfı İslâm Ansiklopedisi. (ss.374-375). Ankara: TDV İslâm Araştırmaları Merkezi. SD Dergi. (2009). Kendi dilinden Dr. Turgut Tokaç (röportaj). Erişim tarihi: 25 Ocak 2014, http://www.sdplatform.com/Dergi/329/Kendi-dilinden-Dr-Turgut-Tokac.aspx Serin, M. (2004). Meşk. Türkiye Diyanet Vakfı İslâm Ansiklopedisi. (ss.372-374). Ankara: TDV İslâm Araştırmaları Merkezi. 750
International Teacher Education Conference 2014 Using Technology and Media Education to Enhance Learning and Teaching in KS2 Livia Klein Marques da Cunha a * ª Abstract The aim of my research is to use technology and Media Education to enhance learning and teaching in KS2 and this work is part of a post graduated course in Education, at Bishop Grosseteste University, Lincoln, UK. My study aims to answer three questions: Media-Education: what does it mean? Why technology resources and media should be used in school? Teaching and learning: with media or through media? In order to answer these three questions, I have researched various authors related to this topic. To develop my work I had also visited some schools in the UK to observe how they dealt with technology and media and had compared with my practice as a teacher in an international school in Rio de Janeiro, Brazil. Nowadays the use of technology should be part of the curriculum and it must be used in schools as an important way not only to increase the quality of teaching and learning process but also to develop children´s independence. As a result, I tried to provide a critical evaluation of my observations in order to discuss and relate it to my research and to my school practice. Finally, I proposed proactive ways forward in my school practice, implementing the use of a blog in an year three class, to try to enhance learning and teaching in KS2 in the school I work in Brazil. Keywords. INTRODUCTION We are living in a world where technology is present in everyday life. From withdrawing money in a bank to watch the news on TV, we are facing the changes and impacts that it brings to our lives. The school could not stay out of these changes and many classrooms had been transformed, from privileged spaces for the reading of literary texts, to multimedia spaces, where the use of information and communication technology had achieved great importance. But, according to some authors, why technology resources and Media should be used in school? This question takes place because in our time the young people are gleaning even more information from media than from books, and we need to discuss it and encourage schools to use media on a daily basis. The dizzying revolution that is occurring in the so-called information and communication technologies (ICTs) in the last century and beginning of this has changed society. To absorb, follow and enjoy these revolutions, people have started to organise, produce and entertain themselves in different ways. There have been changes in all levels, including social, economic, cultural... This technological revolution had also altered the level of communication around the world. Nowadays, it is almost possible to know what happens in the world in near real time and to talk and even to see people who are very distant from us. The physical boundaries have been easily transposed with the advent of the internet, of the webcams and of programs such as Skype, for example. Particularly regarding media and its messages, the idea that every child is entitled to an education on Media has already spread. The UNO Convention on the Rights of Children and Youth, (1989: article 13) gives the child the right of freedom expression, including the freedom to seek, receive and impart information of all kinds, regardless of frontiers, either, oral, written or printed. Furthermore, research, conferences and seminars that involve media and Education have contributed to this idea that an oriented Media Education is necessary and urgent nowadays. With so many changes, the school must revise its role. As a social institution responsible for the formal education of individuals, this space has also changed over time, or at least should be changing. The teaching and E-mail address: liviacunha@gmail.com 751
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