- Istanbul, Turkey
Ebru Tuncer Boon
Dokuz Eylül University, Music Education, Faculty Member
- Education, Anthropology, Music, Culture, Cultural Theory, Critical Pedagogy, and 14 moreTheatre Studies, Music Education, World music, Music and the Body, Ethnomusicology, Pragmatism, Sociology of Music, Anthropology of Music, Philosophy of Music Education, Paulo Freire, Community Music, Community music therapy, African American Studies, and Eleştirel Pedagojiedit
- Ebru Tuncer Boon is an Associate Professor of Music Education at Dokuz Eylul University. She earned Doctorate in Musi... moreEbru Tuncer Boon is an Associate Professor of Music Education at Dokuz Eylul University. She earned Doctorate in Music Education (University of Florida) and Master's in Music (Ohio University). She has published articles in numerous journals including International Journal of Music Education, International Journal of Community Music and Visions of Research in Music Education. She teaches String Pedagogy, Music and Culture, Alternative Approaches in Music Teaching and Learning (Formal/Informal), Social and Philosophical Foundations of Music Education, Qualitative Research Methods in Music Education, Student Teacher Supervision, Turkish-Ottoman Music History, and Arts and Aesthetics.
Her current research interests are culture and cognition in music learning, musical brain, student centered instruction, culture, identity, democracy, diversity, social justice, and critical pedagogy in music teaching and learning, and philosophy in music education.edit - Dr. Timothy S. Brophyedit
The purpose of this study was to investigate self-regulated learning skills of prospective music teachers in Turkey ( N = 222). This study also investigated whether self-regulated learning skills of prospective music teachers differed... more
The purpose of this study was to investigate self-regulated learning skills of prospective music teachers in Turkey ( N = 222). This study also investigated whether self-regulated learning skills of prospective music teachers differed according to their gender, academic year, daily practice hours, and most recent instrument exam grade. The data were collected through the Self-Regulated Learning Skills Scale developed by Turan. Analyses revealed that statistically significant differences were found between the Planning and Goal Setting subscale and gender variable. The female students had higher planning and goal setting compared to the male students. The results also showed that the male students were more dependent learners. Students whose instrument exam grade was between 76 and 100 had higher planning and goal setting skills. Prospective music teachers who practiced their instruments more than 3 hr a day showed higher self-regulated learning skills than those who practiced less. ...
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The purpose of this study was to explore the violin experiences of African American students at an Elementary School in northern Florida to consider the potential for culturally-responsive string education. The hermeneutical approach was... more
The purpose of this study was to explore the violin experiences of African American students at an Elementary School in northern Florida to consider the potential for culturally-responsive string education. The hermeneutical approach was used to answer the research questions: (1) What are the personal musical worlds of these African American children? and (2) How do these children perceive the violin program at school? These helped to answer the study’s overall research question: how do the individual perceptions of the violin program and the sociocultural musical backgrounds of these students relate? The data revealed that the participants had shared perceptions of music; in particular, that music tells stories and has a distinctive beat. Their perceptions of music were learned and experienced in their cultural environments and social spaces. The data also made it evident that their musical lives and perceptions of playing violin affect each other. For instance, the children discus...
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This chapter is constructed on culturally responsive teaching and assessment practices that the author has been involved in during her music teaching experiences with Asian-American children at the Petit String Orchestra and Junior Youth... more
This chapter is constructed on culturally responsive teaching and assessment practices that the author has been involved in during her music teaching experiences with Asian-American children at the Petit String Orchestra and Junior Youth Orchestra at the University of Florida, and African American children in the United States and their violin experiences at Lincoln Elementary. The chapter explores how culturally responsive music-teaching practices and assessments support each other. The chapter discusses and identifies how culturally responsive assessment practices, as implemented in string teaching practices and music classrooms in the United States, enhance learning and emphasize student and culture-driven learning and, more specifically, develops a framework of action for analyzing and understanding culturally responsive teaching and assessment processes. In providing the recent literature and research in cross-cultural psychology, music psychology and cognitive neuroscience, th...
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The purpose of this work is to explore the possibility of incorporating pragmatism into music education. The paper discusses John Dewey’s pragmatism and analyzes the interpretations and influences of Deweyan pragmatism in music education... more
The purpose of this work is to explore the possibility of incorporating pragmatism into music education. The paper discusses John Dewey’s pragmatism and analyzes the interpretations and influences of Deweyan pragmatism in music education with the help of interview responses of scholars worldwide. Finally, it seeks specific answers as to how Deweyan pragmatism can help the transformation of music education, particularly of music teacher education. The historical information was obtained through a close analysis and reviewing of Dewey’s writings, as well as other educational scholars’ writings on Dewey’s pragmatism. After gaining a personal insight and understanding how much Dewey’s pragmatism and specific notions (such as experience and democracy) have influenced the field of education and music education, several well-known music professors and philosophical scholars in the field of music education and philosophy from the United States, Canada, and Finland were asked to respond to i...
Many studies have been conducted on the origins of music and human musicality. Still, researchers continue seeking answers to the question of where and when humans first contacted sound, and how and why they needed this contact. Music... more
Many studies have been conducted on the origins of music and human musicality. Still, researchers continue seeking answers to the question of where and when humans first contacted sound, and how and why they needed this contact. Music researchers must cross into this field of knowledge to understand the evolutionary story of human musicality. In this century, musical experience, musical perception, and the learning and teaching of music are now examined with the help of disciplines such as music psychology, music education, cultural psychology, neuroscience, and cognitive ethnomusicology. The implications of these studies now make it easier for researchers and practitioners to understand the relationships between individuals' cognitive, affective and kinesthetic intelligences and their music learning and musical developmental processes. Today, the scientific data presented by these studies are effective in building pedagogical principles such as multicultural and culturally sens...
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This study documents a reflective journey of a series of music workshops initiated by a university Performing Arts faculty member in Istanbul, Turkey. The purpose of this narrative enquiry is to explore and examine the musical and bodily... more
This study documents a reflective journey of a series of music workshops initiated by a university Performing Arts faculty member in Istanbul, Turkey. The purpose of this narrative enquiry is to explore and examine the musical and bodily dialogues, engagements and critical thoughts between a music educator and children with developmental disabilities. Focusing particularly on the theories and practices of community music, this study illustrates the vision of community music, which says that everybody deserves the chance to interact musically through their body and psyche and to play alongside others in a community with the help of a facilitator.
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Müzik eğitimi alan yazınında sık kullanılan “yaklaşım”, çok yönlü bir kavramdır. Bazen eğitim ve öğretim sürecinde temel alınan düşünceyi veya anlayışı, bazen dersin ana karakteristiğini, bazen iletişim biçimini veya kimi zaman da yönteme... more
Müzik eğitimi alan yazınında sık kullanılan “yaklaşım”, çok yönlü bir kavramdır. Bazen eğitim ve öğretim sürecinde temel alınan düşünceyi veya anlayışı, bazen dersin ana karakteristiğini, bazen iletişim biçimini veya kimi zaman da yönteme dair işlemleri işaret edebilir. Bu kitapta böylesine farklı kullanım biçimlerinin tümüne değil, “pedagojik yaklaşım” ve “öğretme-öğrenme yaklaşımı (didaktik yaklaşım)” kavramlarına odaklanılmıştır. Pedagojik ve didaktik yaklaşımların bazıları eğitim ve öğretime dair genel çerçeveler sunarken, bazıları kendi içinde sistem oluşturabilecek şekilde çok boyutlu bir yapı göstermekte ve bunlar kitabımızda “çok bileşenli yaklaşım” olarak nitelendirilmektedir. Çok bileşenli olma hâli, yaklaşımın bir veya birden fazla unsurunda bulunabilir. Kitabımızda, müzik eğitiminde çok bileşenli yaklaşımlardan seçki yapılarak bir başucu kaynağının okuyucuya sunulması amaçlanmıştır. 20. yüzyılın ilk yarısında geliştirilen müzik-pedagojik yaklaşımlardan Jaques-Dalcroze Yöntemi, Elementer Müzik ve Hareket Eğitimi/Orff-Schulwerk ve Kodály Yöntemi; 20. yüzyılın ortasından itibaren geliştirilen öğretme-öğrenme yaklaşımlarından da Programlı Öğrenme Yaklaşımı, Tam Öğrenme Modeli, İş Birlikli Öğrenme Yöntemi, Kültüre Duyarlı Müzik Eğitimi ve Yapılandırmacı Öğrenme Kuramı çalışmamıza dâhil edilmiştir. Kitap, yaklaşımların tarihsel gelişiminin, pedagojik ve didaktik niteliklerinin ele alındığı “kuramsal kısım” ve yaklaşımlara ait “uygulama örnekleri” olmak üzere iki ana bölümden oluşmaktadır. Kapsamlı giriş bölümünde ise, her bir yaklaşımın gelişim bağlamı ele alınarak eğitim tarihindeki yerlerinin görünür kılınması amaçlanmıştır.