Use cases of Barış Manço songs in primary school education and social studies lesson

Art is something that should be everywhere, at home, in the street, at school, at work and in entertainment. No doubt, it is the education that can help achieve this. While education brings an interpretation to the art, art improves education and keeps it living. Interpretation of art through education requires using art in education. While lessons such as Music, Visual Arts, Physical Education and Games are directly connected with art, it is seen that many of the lessons are closely associated with art and literature. For example, social studies lesson is the one of the most closely associated lessons with art and literature. Social studies is a discipline which comprise art, literature and social sciences in order to raise effective citizens. Art and literature take place in the scope social studies lesson with the literary works. Literary works enable children to develop language, empathy and communicative skills, and to acquire values, socialize and acquire historical awareness. Raising effective citizens is the main goal of education in general and social studies in particular. Contents and themes of songs and folk songs play an important role in raising effective citizens. Barış Manço is one of the first singers coming to mind of children and youth when it is the music that is being talked about. It is seen that Barış Manço, feeling himself responsible for understanding and giving a voice the people through music, often emphasized cultural values as well as universal values. The rich content of Barış Manço songs addressing different subjects is the main motivation behind this research which intends to study and determine to what extent his songs can be used in primary school education and especially in social studies lesson. Simultaneous type is used in this research since the study, which is designed with mixed method, weighs equally on qualitative and quantitative data, and also because equal status quantitative and qualitative data were collected through the same measuring tools simultaneously. Cross-sectional survey model and case study has been used in quantitative dimension and qualitative dimension, respectively. The research population involved 104 primary school teachers and the data in the research were collected through one single data collection tool. This data collection tool comprises 125 songs of Barış Manço. The data were analyzed with SPSS and MAXQDA. The results of research indicate that primary school teachers think that 17 of Barış Manço's anonymous songs and 67 of his own songs can be statistically used in primary school education while 16 of his anonymous songs and 52 of his own songs can be statistically used in social studies lesson. It is understood that Barış Manço's both anonymous and own songs can be used in social studies lesson to raise a historical awareness, to present geographical features of the natural environment, to introduce historical characters, to support the lesson with the stories behind the songs, to associate the subject with the achievements of the lesson, to improve skills and in values education. Analysis of the reasons why teachers think Barış Manço's anonymous and own songs are suitable to use in primary school education shows that teachers think contents of his songs can be associated with the subjects of many lessons and therefore they can be used as supplementary materials. In addition to being suitable to use for various specific achievements in lessons, Barış Manço songs can be used in primary school education in general to teach skills, values, behaviors and beliefs; to have students develop aesthetic sensitivity, figure out cultural components, develop self-control, gain environment literacy, develop artistic qualities and raise a citizenship awareness. However, teachers stated that some of Barış Manço songs are not suitable to use in primary school education and social studies lessons because of lacking to address children's interest and needs or comprising pessimistic content, inappropriate lyrics for children's semantic universe, sexual content, figurative language, being unsuitable for the language development level of children, involving phrases or statements that may cause sexual discrimination and confusion, and imperative and dogmatic statements that may prevent children from thinking in a cause-effect relation.