An investigation of teacher and student views on religious music course: The case of Üsküdar Hakkı Demir AİHL

This study evaluates student attitudes and teacher opinions regarding religious music courses conducted in a project Imam Hatip High School in Istanbul. The research examines the content of religious music education, teaching processes, and challenges encountered, analyzing the current state and providing recommendations in this field. Student attitudes were measured and analyzed using quantitative methods, while teacher opinions were analyzed using qualitative research methods. The attitude scores of students who chose the religious music course were significantly higher compared to those who did not. Students' attitudes toward the religious music course varied depending on the type of music they listened to. Those who listened to Turkish classical music and hymns exhibited more positive attitudes compared to those who listened to pop music. Students who played musical instruments and sang had more positive attitudes toward the course compared to those who did not engage in these activities. Additionally, students who enjoyed watching music channels had higher attitude scores than those who did not, and those who enjoyed watching singing competitions displayed significantly more positive attitudes toward the course. Teachers emphasized the importance of religious music education in enhancing the recitation of the Qur'an and preserving religious traditions such as the call to prayer and hymns. They noted that student interest in the religious music course was high, but teaching materials were insufficient. It was particularly emphasized that more focus should be placed on teaching musical modes (maqams) and incorporating instruments into lessons. Teachers expressed concerns about the lack of sufficiently qualified educators to teach religious music and the limited availability of instructional materials in music education. Additionally, it was found that theoretical knowledge was emphasized more heavily, while practical training remained insufficient. While the course content was deemed adequate for conveying the tradition of religious music, it was suggested that more visual and auditory materials were needed to enhance student learning. The findings indicate that although religious music education is valued in Imam Hatip High Schools, certain deficiencies exist in the teaching process. Specifically, increasing the emphasis on practical training, enhancing teacher qualifications, and enriching course materials are necessary improvements. The study highlights that religious music courses contribute to students' cultural and spiritual development but underscores the need for a more effective educational model. Keywords: Religious music, Imam Hatip High Schools, Student attitudes, Teacher opinions