Use of rhythm teaching methods in vocational music education at graduate level

The basic purpose of this research is to examine the existing rhythm teaching methods in music studies and determine the usage of these methods by staff who teach musical hearing, reading and writing. Descriptive survey model has been used in this research. A semi-structured specialist interview method has been prepared to provide data for the research and applied to staff who teach musical hearing, reading and writing in Gazi, Hacettepe and Bilkent Universities. At the end of the reseach, it has been concluded that the entirety of the 18 specialists agree upon the necessity of rhythm teaching methods, however, it also seems that the knowledge and usage of these methods in lectures by these people are rather low. Of the 14 rhythm teaching methods, two (the traditional method and tafatefe) are known very well by %50 of the staff, whereas the other methods are not known ?at all? at a rate of %60. In conclusion, it has been determined that ?Tafatefe? and ?Traditional? rhythm teaching methods are the most recognised methods in musical hearing, reading and writing lessons. It has also been determined that the percentage of usage of rhythm teaching methods in these lessons is only %13,4. Key words: Rhythm, Rhythm Teaching Method