The effect of flipped classroom model on the beginner level piano teaching

This study aims to determine the effect of Flipped Classroom Model on the beginner level piano teaching. The descriptive method which is one of the mixed methods, is used in this study. The participants of the study are composed of 11 third year students who are studying in different fields at KTU Fatih Education Faculty in the academic year of 2015-2016. Purposive Sampling method is used in this study. The study cunducted by using "posttest control group design" which was one of the experimental designs and it was evaluated through Rubric assessment instrument at the end of the fourth and eight weeks. Descriptive, statistical methods (number, percentage, average, standard deviation) were used during the course of analyzing data. When comparing quantitative data, Man Whitney-u test was used between the two independent groups and Wilcoxon test was used in determing the difference between ingroup repeated assessments. "Student interviews" which constitute the qualitative part of the study, were analyzed and interpreted through content analysis. This study concluded that between flipped classroom model and the traditional model, there is a positive differentiation towards experimental group in the ability of playing accurate rythm, playing at an acceptable tempo, musicality, technical behaviour and the unity of the piece. Moreover, it determined that study group regarded flipped learning as generally fluent and clear online video support which was prepared with feedbacks and an education tool which builds self confidence, and this learning method prevented forgetting, implemented learning at an individual speed providing more chances for practices, improved audio-visual memory, and study group thought that they actively participated in the class increasing their motivation. Keywords: Piano, beginner level piano teaching, flipped learning.