Changing Curriculums: the Continuity and the Success of Music Education in Elementary Schools

  • Pembe Gürtekin


Endless curriculum changes in elementary schools in the north Cyprus have been adapted since 1974. In 2016, the elementary school curriculum and all course and teacher handbooks changed. The objectives of this study are to develop an instrument to measure the self-evaluation of primary and secondary level students in north Cyprus as regards their music knowledge level in order to examine whether there is a relationship between self-evaluation of music knowledge of fifth-grade students, which is the last primary grade, and sixth-grade students, which is the first level of secondary education, as well as their attitude toward music class; and to examine and present the relationship based on different variables. The study was conducted with 996 students. The Acquired Musical Skills Self-Evaluation Scale (EMBÖDÖ) and Music Course Attitude Scale (MDTÖ) were used as data-collection tools. According to the research results, it is concluded that there is a significant and positive correlation between the skills acquired by students and their attitude toward music, and a positive and significant relationship between the skills acquired by students and their scores on attitude toward the music subdimension. In addition, as a result of the data obtained from the musical skills scale and the musical attitude scale, it has been determined that there is significant differentiation according to age group, gender, grade, type of school, and extracurricular music education, instrument-playing, education status of parents, and existence of family members involved in music.