Comparative analysis of school songs used in music education in Türkiye and Turkmenistan

In this study; school songs used in primary school music education in Turkey and Turkmenistan were examined comparatively. The aim of the study was to reveal the similarities and differences of school songs of both countries in terms of musical dimensions. The research was conducted with the resource scanning method by examining documentaries, articles and books within the scope of the descriptive scanning model. A total of 10 music books were examined in the study. Data were collected from the 1st, 2nd, 3rd, 4th and 5th grade music textbooks of both countries. Only school songs with lyrics, complete and titles were included in the analysis. In the study, school songs in music textbooks of both countries were examined under the headings such as tonal/modal structure, melodic types, rhythmic structure and thematic structures. In the findings section, it was seen that there was a high variety of rhythms in the repertoire of music books in Turkey. In Turkmenistan, the rate of songs based on modal was found to be higher. While most of the school songs in Turkey were based on major scales, it was determined that modal songs were in the foreground in Turkmenistan. In both countries, songs that deal with nature, love of country and social values were observed as common themes. In terms of rhythmic structures, Turkey and Turkmenistan use 2/4 and 4/4 meters in school songs, while Turkmenistan frequently focuses on 6/8 meters. In terms of melody structure, Turkish songs are generally composed in an octave range. Turkmenistan songs are based on narrower or pentatonic scales. The educational functions of children's songs were emphasized in the study. It was stated that school songs contribute to language development, social values and cultural transmission in both countries. In Turkish music education, school songs are generally aimed at entertainment, social activities, value education and group work. In Turkmenistan, national identity, patriotism and cultural heritage transmission are the more dominant purposes. As a result of the study, it was determined that although there are differences in repertoire and method in the music education systems of the two countries, the pedagogical functions of school songs are similar. The lack of literature was emphasized in the study and it was suggested that more research be conducted on the systematic characteristics and development of Turkmenistan music education. In addition, one of the most important deficiencies in Turkmenistan's music education is that music education is not widely carried out in terms of educational levels; therefore, it is suggested that the Turkish music education system be taken as an example and the necessary revisions be made in its own National Education system. It is suggested that the rate of makam works in Turkey be increased. This study contributes to the music education literature and is a basic resource for future comparative studies.