The comparison of metaphor models of students in conveying or central schools type intended for music lesson (Model of Şanlıurfa province)

The purpose of this research is to investigate metaphor models which students of conveying and central schools formed intended for music lesson; starting from this point, to compare and designate thoughts of students about music lesson. The study is a phenomenology pattern of qualitative research methods. In this research, descriptive analysis method is used, which is one from qualitative data analysis method. A literature has been created with source browsing and the datas has been interrogated by using content analysis. The universe of the study is formed by secondary school students in Şanlıurfa province; the sample of the study is formed by students of 5th, 6th, 7th and 8th grades in two conveying (Hamurkesen and Akziyaret Secondary Schools) and two central schools ( Molla Gürani and Güzelşehir Secondary Schools) that take place in Şanlıurfa, Karaköprü (N=472). As a data collecting instrument, an application form that they are required to fill the sentence " Music lesson is…………. ." "Because ………. ." and that includes personal information in the research. The meaning of metaphor has been described to the children before the questionnaire is applied and then it has provided the children to perceive them exactly by the examples. The analysis of data has been realized in four stages. These stages are determining metaphor, classification of metaphor , category progress, calculation of frequency and percentage by an SPSS 21 package software. It has been decided that the secondary school students had produced 280 metaphors about music lesson. On the top of the list the metaphor "Entertainment" (f =26), on the second line the metaphors "Life", "Peace" and "Game" (f =11) have been taken places. All the metaphors have been gathered in 31 different conceptional categories dealing with music lesson by analyzing their common features. From all these categories, that the category "Music Lesson is Entertaining." with 80 metaphors is on the first line; the category "Music Lesson Gives Happiness." with 62 metaphors is on the second line; the category "Music Lesson Makes You Relax." with 41 metaphors is on the third line are determined. When the produced metaphors are examined in terms of variety, it has been determined that conveying school type students have produced 143 different metaphors, central school type students have produced 179 different ones and 42 metaphors are produced by the students of these both school type students. 19 of the entertainment metaphors formed by 26 students have been produced by conveying school type students and 7 of them have been produced by the central school type students. In formed 31 categories, conveying school type students have produced metaphors in 26 categories and central school type students in 28 categories. In the category of "Music lesson is entertaining" with 80 metaphors, conveying school type students have produced 47 metaphors, central school type students have produced 33 metaphors. 13 of the 14 students who could not create a category have been specified as conveying school students and 1 of them has been specified as a central school type student. As a result of this comparison, it has been ascertained that the central school type students have exhibited more positive and higher results than conveying school type students with the effect of the metaphor diversity, the development level of the socio-cultural environment in terms of explaining all the produced metaphors and more category formation, the level of education, the educational opportunities and the student's interest in music lesson. Keywords: Music, Music Lesson, Metaphor