Development of inverted learning materials for primary school music lessons

Technology integration with contemporary educational methods enables the use of new methods and approaches in education. The flipped education model which is one of these education methods, has begun to be used in music education as well as in different disciplines. Contrary to traditional learning model, the flipped education model transfers information through electronically recorded materials by taking outside the classroom what needs to be taught in class. This model, in which the learning processes in traditional education are replaced, is a system in which students learn new information at home and then reinforce by practicing it at school. It is based on the 'lessons in home – homework in class' approach with the use of digital materials. In this way, students can get a chance to access the content before coming to class and also to perform active learning by having the opportunity to reinforce the information they have learned in the classroom environment. In this research, the development of educational materials for music lessons in 6th grade primary school students according to flipped education methods and the feasibility of these materials are examined. The working process of the research was shaped with the three expert considerations. A case study was used as a qualitative method and the educational materials developed through research were limited to 8 videos. As data collection tools, interview forms and diaries containing open-ended questions were used. In this context, an evaluation was made by taking experts' considerations whether it was functional or not. The research design includes the experts' evaluations of the flipped classroom model and the application of interview forms to obtain qualitative data during and after the weekly teaching processes by developing 8 weeks training materials through their evaluations and suggestions for the use of the flipped classroom model in music lessons. The qualitative data revealed the general evaluation about the flipped education which has positive and negative aspects, opportunities, threats and the evaluations in terms of improvement. Qualitative data, which is revealed through the theme and code analysis, shows that experts find the flipped education effective in terms of its positive aspects and opportunities for primary students in music lessons. It has been concluded that the materials designed with the flipped classroom model and with the learning outcomes of primary school music course make positive contributions to learning areas. In addition, it has been understood that the designed materials are useful and effective for music lessons when technological opportunities are provided, and also they are suitable for use as educational and teaching materials throughout the process.