Making Interdisciplinary Connections through Music: A Systematic Review of Studies in General Schooling Context in Turkey

Autor/inn/en	Özenç-Ira, Gözde; Gültekin, Mehmet
Titel	Making Interdisciplinary Connections through Music: A Systematic Review of Studies in General Schooling Context in Turkey
Quelle	In: International Journal of Music Education, 41 (2023) 4, S.631-650 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Özenç-Ira, Gözde)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0255-7614
DOI	10.1177/02557614221137867
Schlagwörter	Interdisciplinary Approach; Music Education; Foreign Countries; Teaching Methods; Research Reports; Turkish; English; Databases; Periodicals; Preschool Education; Elementary Secondary Education; Outcomes of Education; Turkey + Suchen Sie Ihr Suchwort? Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Musikerziehung; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Research report; Forschungsbericht; Türkisch; English language; Englisch; Datenbank; Periodical; Journal; Zeitschrift; Fachzeitschrift; Periodikum; Pre-school education; Vorschulerziehung; Lernleistung; Schulerfolg; Türkei
Abstract	This study aimed to systematically review the literature focusing on music integration approaches adopted in preschool to secondary education in Turkey. The relevant studies were identified through a systematic search on five databases (The National Thesis Center, TÜBITAK ULAKBIM TR Index, ERIC, Scopus, and Web of Science). The paper analyzed the publications that were written in Turkish and English between 2010 and 2022 and that are available on the databases of empirical theses and peer-reviewed scientific journals, addressing music integration approaches adopted in preschool to secondary schools by using qualitative, quantitative, and mixed methods. By operationalizing these criteria, 35 studies were included in the review. The studies included were found to tend to use quantitative methods. Music has mainly been integrated into math, science, and language arts curricula. This study revealed that most of the analyzed studies used a subservient integration style, an arts integration style, and offered limited insight into the depth and scope of subject areas covered and the sequencing of skills. Furthermore, this study proposed to consider educational, cognitive, artistic, and affective outcomes together by maintaining the integrity of each of the disciplines in music integration studies in the general schooling context. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01