Analyzing the importance and formation of musicality in bağlama education at fine arts high schools (The case of Van province)

This study was conducted to identify and evaluate the approaches regarding the significance and development of the concept of musicality in bağlama education at Fine Arts High Schools. The population of the research consists of music teachers working in Fine Arts High Schools located in Van province. The sample includes four music teachers selected through purposive sampling, specifically those who teach bağlama courses. In this qualitative research, a case study design was employed. The study reviewed the significance and development of musicality in bağlama education, as well as the role of bağlama in general music education. The musicality dimension of bağlama education in Fine Arts High Schools was examined in depth to determine the current state. Furthermore, a semi-structured interview form was administered to music teachers who teach bağlama courses in these schools, aiming to identify their views, suggestions, and approaches regarding the subject, as well as the content, methods, techniques, and assessment criteria they use. The data obtained were analyzed using descriptive and content analysis, which are among qualitative data analysis methods. According to the findings, the majority of teachers considered musicality an indispensable element in bağlama education. Musicality was perceived as a foundational component that enhances performance quality, shapes the student's artistic identity, and deepens the meaning of music. However, a small number of teachers viewed musicality as an element shaped by individual interpretation, independent of technical skills, and found its teachability to be limited. This indicates that musicality is addressed with different pedagogical priorities among teachers and that a consistent understanding of musicality in bağlama education has not yet been fully established. As a result, the study revealed that musicality in bağlama education is structured in various ways depending on teacher approaches; however, it is commonly regarded as an essential element for the artistic development of students.