Exami̇nati̇on of songs from secondary school musi̇c books i̇n terms of musi̇cal characteri̇sti̇cs and values educati̇on

A This research was prepared with the intent of the examination of school songs from secondary school (5th-8th grades) music coursebooks in terms of values education and musical structures. Case study which is a qualitative research method was used in this study and in addition to that the songs in the research were examined qualitatively in terms of values education and musical qualities. First of all relevant sources were examined and musical books and teacher guidebooks were attained with the use of literature search. Also, songs from these books were notated by the researcher. As part of the study, 4 different coursebooks from Turkish secondary schools were researched and 109 different songs from these books were analyzed according to values education and musical qualities and their sufficiencies were discussed in terms of values education and these qualities were displayed as tables and graphics. 109 school songs from 4 coursebooks in this research were determined to have "re" as the most used decision sound with 40 different songs and these songs do not have a systematic distribution. A major tone was used in 46 songs while a minor tone was used in 25 songs. On the other hand 38 songs were constituted with the use of modal sequences. The simple meter ( 2/4 3/4 4/4 ) was used in 83 songs and it is the most used meter out of 3 meters: simple meter ( 2/4 3/4 4/4 ), combined meter ( 6/8 ) and mixed meter ( 5/8 7/8 9/8 10/8 ). Also, "Moderato" is the most used metronome speed in these songs instead of "Andante" and "Allegro". There were also some songs that did not fit the boundedness of sounds occassionally although they were generally convenient. Only 4 songs had the theme of responsibility even though the coursebook had values of "sharing", "tolerance" and "responsibility". Additively the themes of self-audit, friendship, helpfulness, affinity and patriotism were visible. Finally, it was suggested that the songs should follow the boundedness of sound and values from the musical curriculum should be concentrated on. Key Words: Song, School Song, Values Education.