THE COMPARISON OF THE EFFECT OF BLOCK FLUTE ACCOMPANIED SONG TEACHING WITH MULTI-SOUND NOTATION AND VOCALIZATION PROGRAM ACCOMPANIED SONG TEACHING ON THE SUCCESS OF STUDENTS’ SONG LEARNING BEHAVIOR

This experimental study was done to see if using computer supported notation and vocalization program for teaching songs instead of using block flute accompanied song teaching has any significant effect on students’ singing behavior. The study group is composed of the 5^th, 6^th and 7^th graders of 2008-2009 educational term in T.O.K.İ. Yahya Kemal Beyatlı Primary School, Türkiye Yardımsevenler Derneği Primary School and Turan Primary School in Burdur province. The song titled “Bir Dünya Bırakın” was taught to randomly chosen pilot group of 5^th, 6^th and 7^th graders accompanied by block flute and it was also taught to the experimental group accompanied by notation and vocalization program written in the stringed orchestra using aural-song teaching method for 10 minutes, then the students sang the song without any accompaniment one by one and these were recorded in the tape. In these recordings, the success rate of the experimental and pilot groups were evaluated separately by three experts in terms of singing the song in accordance with its melody, singing the song in accordance with its rhythm, singing the lay of the song in accordance with its rhythm, singing the song in accordance with its intonation and singing the song as a whole. The data were processed in the SPSS program, frequency was used to get the means and t-test was used to see the success differentiation between the two groups. When the data were analyzed, it was concluded that the experimental group had a higher level of success in all the five dimensions mentioned above. In the result of the study, it can be argued that teaching songs accompanied by multi-sound written in notation and vocalization program will bring a new aspect to music teaching, contributing easy application and higher success rate.