Assessment of orchestral conducting programs in Turkey and suggestions to improve their impact on the professional life

This research evaluates the curricula of higher education institutions, that provide orchestral conducting education in Turkey and examines the effects of the education given in these institutions on the professional lives of the candidates. The research was designed as a case study following the qualitative research paradigm in line with the stated purpose. The data of the research were obtained with a semi-structured interview form in order to examine the opinions about the impact of orchestral conducting programs on professional life in Turkey. While determining the study group of the research, the maximum diversity sampling method, which is one of the purposive sampling methods, was preferred. In this direction, 10 conductors who have studied conducting in Turkey or who have studied abroad and have been conducting and training in Turkey, and currently working as an orchestra conductor and having different years of experience, were included in the research. The obtained data were analyzed by content analysis. In this context, codes and categories were created by arranging similar data, and frequencies related to categories and codes were presented in tables. At the end of the study, it was determined that the courses in the orchestra conducting curricula in Turkey are largely common with the curricula in the participant conductors' own education. It was also determined that the participants experienced the gains of the courses they took within the scope of conducting education later in their professional life, that these courses provided them with many qualifications and technical facilities, but that the deficiencies they felt in their professional life were due to the courses that were not in their education or were insufficient. Based on the results of the analysis, some suggestions have been made to fill these gaps through education. The recommendations are given under 4 main headings: (1) Courses that are recommended to be included in compulsory status; (2) Courses that should be opened in compulsory status; (3) Courses that should be added to the Elective Pool; (4) Development and Enrichment of Curriculum and Application Methods.