The effect of teaching comparative tonal and modal sequences on cognitive development of students at the Band Military NCO School

The study aims at offering more qualified theory, ear and solfege training within the scope of the Musical Hearing, Reading and Writing Class at the Military School of Music and vesting students with the ability to implement the skills and knowledge they have acquired into their daily lives. The study is a descriptive and quasi-experimental study which measures tonal and modal knowledge of students who take the Musical Hearing, Reading and Writing Class at the 12th grade of the Military NCOs School of Music and tries to identify the extent of the effect of the Comparative Tonal and Modal Sequence Teaching method on cognitive development of students. The self-assessment form was applied to determine the level of tonal and modal knowledge level of students to collect data for the study. The structured interview form was applied to determine the situation and to evaluate collected data with trainers of the class. Collected data was interpreted according to qualitative analysis techniques. The study process demonstrated students had insufficient tonal and modal skills and knowledge and the comparative method offered by the researcher had a positive effect on achievement level of the students. The study is considered to be contributory to the field, to be authentic and to provide a source of research and it is recommended to increase the number of prospective studies in this area. Key Words: Band Military NCOs School , Tonality, Modality, Musical Hearing, Reading and Writing.