Müzik Öğretmenliği Lisans Diploması

ISCO:08

ISCO:08

The aim of the Music Education Undergraduate Program at Necmettin Erbakan University, Ahmet Keleşoğlu Faculty of Education, Department of Fine Arts Education is to train outstanding music teachers who are equipped with field knowledge, field education knowledge, professional education knowledge, and general cultural dimensions, as well as the skills to plan and implement educational activities; who make and create music, contribute to the development of music culture at national and universal levels, and who can think analytically and critically.

Education and training are provided through formal, open, or distance learning. Additionally, practical musical training is provided in instrument rooms and workshops within higher education institutions.

1. They will acquire pedagogical knowledge and skills related to the teaching profession and field, and will be familiar with contemporary teaching methods and techniques, as well as measurement and evaluation methods.
2. They will be aware of their social, professional, and ethical responsibilities.
3. They will make it a habit to evaluate musical works and developments related to their field from multiple perspectives using scientific and artistic methods and techniques.
4. They will possess scientific and analytical thinking skills and will be able to use scientific research methods and techniques.
5. They will be willing to aurally distinguish all types of music and will be able to identify and apply harmonic and modal structures within music.
6. They will be able to play more than one instrument in a way that is open to development, accompany both lyrical and instrumental music, and teach these instruments in their professional life.
7. They will be able to recognize national and international musical movements, analyze musical works written in these movements, and possess sufficient cultural knowledge in the field of music.
8. They will have the ability to continuously update themselves artistically, scientifically, and philosophically to enable lifelong learning.
9. They will be able to assume responsibilities, both individually and as a team member, to solve complex and unforeseen problems encountered in music-related practices.  becomes clear.
10 Can organize the learning environment in the learning-teaching process by using general and music teaching methods appropriate to the purpose and content.
11 Be willing to follow the constantly developing Information and Communication Technologies and use them effectively in music teaching.
12 Become equipped with the birth of music, its historical development, and style characteristics of the period.
13 Becomes willing to form instrumental and voice groups, and makes it a habit to perform and conduct vocals with these groups.
14 Can communicate with students of different age groups and share their music-related experiences with the people around them.
15 Planning and organizing educational activities; Become equipped with music teaching methods and techniques.
16 He/she is open to planning musical events for the special national and spiritual days of the society in which he/she lives.
17 He can use his voice effectively and in accordance with his technique in line with the principles of voice training, and acquires the ability to make individual and collective vocalizations.
18 He has a musical education background and enjoys accompanying school songs on the piano or guitar.
19 Having basic knowledge about our traditional (TSM-THM) music, he/she can perform these works in a qualified manner. and can accompany folk songs with the bağlama.

20. Will be equipped with educational music composing techniques and can compose school songs.

Possesses the following key competencies at an advanced level.

1. Literacy competence

2. Multilingual competence

3. Mathematical competence and competence in science, technology, and engineering

4. Digital competence

5. Personal, social, and learning-to-learn competence

6. Citizenship competence

7. Entrepreneurial competence

8. Cultural awareness and expression competence

The final grade is determined by calculating the sum of 50% of the midterm exam(s) and multiple assessment criteria, plus 50% of the final/summary exam grade, after the final/summary exam, and assigning a letter grade by the instructor responsible for the course. Letter grades and their equivalents are shown below:
90-100 AA 4.00
85-89 BA 3.50
75-84 BB 3.00
70-74 CB 2.50
60-69 CC 2.00
55-59 DC 1.50
50-54 DD 1.00
40-49 FD 0.50
0-39 FF 0.00
Students with a semester/year weighted GPA of 2.50 are considered to have passed the DC courses. Otherwise, they must repeat these courses. DD, FD, and FF grades correspond to failing grades. The intervals cannot be changed. Necmettin Erbakan University Associate Degree and Undergraduate Education are evaluated in accordance with the relevant provisions of the Regulation. In our music education department, the success of theoretical courses is evaluated through written exams or activities such as homework/projects, while the evaluation of music and instrument courses is conducted using a performance rubric.

To monitor the quality of higher education programs, the Council of Higher Education (YÖK) is responsible for planning, organizing, managing, and supervising the education, training, and other activities conducted at higher education institutions. "University Monitoring and Evaluation Reports" are published annually for higher education institutions, prepared within the framework of criteria determined by the Council of Higher Education. Reports containing quantitative and qualitative evaluations of higher education institutions, prepared based on these reports, are shared with the public by the Council of Higher Education. The Council of Higher Education publishes the "Foundation Higher Education Institutions Report" annually, which contains academic, administrative, and financial data for foundation higher education institutions. These reports, which include quantitative and qualitative evaluations of foundation higher education institutions, are shared with the public by the Council of Higher Education. Quality assurance of undergraduate programs in higher education is provided in accordance with the "Procedures and Principles for Ensuring the Quality Assurance of Higher Education Diploma Programs":
1. Creation and Approval of Curriculum:
1.1. The Council of Higher Education establishes the minimum standards and standards required for the establishment of undergraduate departments and programs at higher education institutions. The criteria are determined by the Council of Higher Education (YÖK).
1.2. The curricula of undergraduate programs in higher education institutions and the learning outcomes that each program will provide to students are determined by the senates of the institutions in accordance with the basic principles established by the Council of Higher Education (YÖK).
1.3. The curricula of the National Core Education Programs are approved by the relevant Deans' Council and implemented by higher education institutions with the approval of the Council of Higher Education.
2. Measurement and Evaluation: The measurement and evaluation of the learning outcomes that each undergraduate program will provide to students are carried out in accordance with the education, training, and examination regulations prepared by higher education institutions in accordance with the basic principles established by the Council of Higher Education (YÖKAK).
3. Certification: Students enrolled in undergraduate programs receive a bachelor's degree upon successful completion of the course credits and other requirements determined by the higher education institutions.
4. Self-Assessment and External Evaluation: As part of continuous monitoring, higher education institutions enter the "Institutional Internal Evaluation Reports" for the previous year into the Information System prepared by the Higher Education Quality Board (YÖKAK) at the beginning of each year. YÖKAK: The "Institutional Feedback Report" prepared for the external evaluation of higher education institutions is shared with the public.

Furthermore, accreditation decisions made by accreditation institutions authorized or recognized by YÖKAK demonstrate that quality assurance is provided for the program qualifications. YÖKAK conducts regular reviews of the qualifications determined in accordance with its legislation.
Teacher Education Programs Evaluation and Accreditation Association (EPDAD)
Start: May 1, 2025 / End: May 1, 2028

To apply to teaching programs that accept students through the Special Aptitude Test, candidates must achieve a minimum of 800,000th rank on the Basic Proficiency Test (Y-TYT). The candidate's overall aptitude test score and placement score are calculated using the method specified in the Higher Education Institutions Exam (YKS) Guide, and successful students are determined.

Ability to work as a music teacher, academician, or artist trainer in public and private art institutions.

1. Higher Education Law No. 2547

1.1. Regulation on Transfer Between Associate and Undergraduate Programs in Higher Education Institutions, Double Majors, Minors, and Inter-Institutional Credit Transfers

1.2. Regulation on the Continuation of Undergraduate Education by Graduates of Vocational Schools and Open Education Associate Degree Programs

2. Higher Education Law No. 2547 (Additional Article 35)

2.1. Regulation on Higher Education Quality Assurance and the Higher Education Quality Board

The qualification is valid at all times.