An investigation into the effects of the educational music composition techniques course on the professional skills of music teachers

In this study, the effects of the "Educational Music Composition Techniques" course on the professional skills of music teachers have been examined using a qualitative research method. A semi-structured interview form was used as the data collection tool, and interviews were conducted with 15 music teachers working in state institutions affiliated with the Van Provincial Directorate of National Education, who received training in accordance with the 2007-2018 music teaching programs. The collected data were evaluated in detail using content analysis, framed by themes and codes. According to the results of the study, the majority of the interviewed teachers expressed a willingness to compose children's songs and utilize these compositions as teaching materials. It was found that during the composition processes, teachers particularly considered techniques such as vocal ranges, prosody rules, and melody creation; they also demonstrated sensitivity to cultural and contemporary needs in material selection. Most of the interviewed teachers emphasized that the melodic materials included in the textbooks of the Ministry of National Education are inadequate in terms of content, currency, and cultural diversity. The research indicates that the Educational Music Composition Techniques course plays a significant role in the development of music teachers' creative and pedagogical skills; however, it also highlights the need for improvement in the content and implementation aspects of the course. Based on these findings, recommendations are provided for making music education programs and the Educational Music Composition Techniques course more effective and functional.