Model inquisition in terms of multiple intelligence theory implementations within the setting of music education

The main concern in this study is constituted by the possibility of implementing a music training model which is developed on the basis of the Multiple Intelligence Theory in the music courses for the 4th and 5th classes of primary schools. The study has been achieved through the implementation of the subjects chosen together with the school teachers following the informative seminar provided for the music teachers of Teğmen Kalmaz (in Çankaya) and Mamak Primary Schools during the 2005-2006 educational-year by forming music lessons plans on the basis of the Multiple Intelligence Theory and by means of effectuating pilot applications in the aforementioned schools. Core of the study is constituted by the 4th and 5th class students of Ankara Teğmen Kalmaz Primary School, Hüseyin Hüsnü Tekısık Primary School and Mamak Primary School in 2005-2006 educational period (two classes were elected as the pilot application classes at each of the schools) and the music teachers of these classes. Sampling of the study is formed by 150 students from 5A and 4A classes of Teğmen Kalmaz and Mamak Primary Schools, who were selected by means of a coincidental method as well as the music teachers working at these schools. The findings of the research are composed of the preliminary questionnaire and final questionnaires filled by the students and their teachers as well as the observation sheets used during lessons. Data on the computer have been analyzed by using the SPSS package program. Frequency tables and graphics were designed. Bilateral relations have been examined by using cross tables. As a result of the study, it has been concluded that the events that activate different intelligence fields are not implemented in the music lessons taught through conventional methods as it is done in the music lessons taught with multiple intelligence theory, the creativity of the students has not been improved by different assignments and projects, the teachers do not bring various music-related materials to the classroom and that they do not render the lessons enjoyable. Whereas, it has been understood that in the music lessons based on theory, the students in the period of concrete process comprehend the abstract concepts of the lesson more effectively by means of plays and different activities, their creativity demonstrates a progress, and that the theory constitute an aid for them in discovering their capabilities. When the model is considered through this aspect, it is clearly obvious that the theory is applicable to the musical training model, the teachers who are to apply the theory should undergo in-service training before the applications, that there might be certain defects during the application of the theory due to physical conditions of the state schools, and that therefore the music rooms and equipment in the state schools should be improved. It has been observed that the students are generally happy, eager and curious to learn in the music lessons taught based on the multiple intelligence theory, and that they are excited about the lesson and are active during the lessons and owing to such observations, we have concluded that the theory turns the lessons a more attractive and appealing activity compared to the lessons taught by using conventional methods. In the light of these findings, it has been determined that the questionnaire and observation forms produced at the end of the studies could be utilized as an appropriate measure for a research that would be reflected on a general sense and could be utilized by schools at various social and economic levels.