Review of the kaval lesson teaching program from the instrument education branches of fine arts high schools

Textbooks, which are an important tool in achieving the general goals and objectives of Turkish National Education, have an important place in the implementation of teaching programs. The aim of this study is the determination of whether the activities in the textbooks, prepared according to the Kaval Lesson Curriculum, are suitable for the achievements of the Curriculum. The research was carried out with a case study, one of the qualitative research methods, and the study was conducted with a document review design. Document review covers the analysis of written materials that contain information about the subject or facts aimed to be investigated (Yıldırım & Şimşek, 2011). This pattern allows detailed examinations with the words of Bowen (2009: 27). In order to increase the reliability of the research, the activities in the Kaval Textbooks and the charts containing the achievements in the curriculum were presented to seven people who have academic careers in their fields and work as Kaval artists in state institutions. However, since feedback could not be obtained from three institutions, the opinions of four people were used in the study. The consensus was determined as 100% using the formula Reliability = Number of Consensus / (Number of Consensus + Number of Disagreements) x 100. In the research, activities in Kaval Textbooks were examined in detail. In the analysis, it was determined in accordance with expert opinions whether the activities in the books were suitable for the objectives in the curriculum. It has been determined that many of the activities in the Kaval Textbooks are suitable for the objectives in the curriculum. However, it was determined by the experts that some of the makam names were not suitable for the equipment of the desired makam and the names of the makams that were not encountered before in the literature were included in the curriculum and textbooks. In addition, it has been determined in some studies that systematic progress has been broken.