Proposal of a Model for the Teaching of Aksak Meter Folk Songs in Flute Education: The Flipped Learning Model

This study was implemented to identify the contribution of the flipped learning model to the vocalization level in the flute performance of aksak meter Turkish folk songs with different meter numbers and rhythm patterns. Moreover, the study aimed to obtain the participants’ opinions about the flipped learning model and evaluate this learning model in terms of its suitability for the students’ practice habits. In the study, the explanatory design, one of the mixed research methods, including the experimental and descriptive, was utilized, and in an attempt to identify the contribution of the flipped learning model to the performance level of folk songs, first quantitative data and then qualitative data were collected by conducting interviews with the participants. Regarding the experimental process, the study group consisted of 10 flute students. Within the scope of the study, teaching two aksak meter folk songs was conducted with the flipped learning model, and the teaching of two different folk songs was implemented with the traditional teaching method. While the quantitative data obtained from the study were analyzed using the Wilcoxon signed-rank test, the qualitative data were analyzed using the content analysis method. As far as the results of this study are concerned, when the performance levels of folk songs taught with the traditional and flipped learning model were compared, it was revealed that there was a significant difference in favor of the folk songs taught with the flipped learning model. Consequently, it was established that the proposed flipped learning model facilitated the sight-reading process in the flute education process and also contributed to rhythmic mastery, musical piece awareness, and musical mastery. Furthermore, it was also revealed that it made a significant contribution to the performance of the aksak meter folk songs and that the performances carried out with the flipped learning model contributed to the reduction of the anxiety levels of the majority of the students.