Lise öğrencilerinin arabesk müziğe yönelik metaforik algılarının incelenmesi

This study examines high school students’ metaphorical perceptions of Arabesque music. Arabesque music has stood out in Turkey as a genre reflecting the emotional and social struggles of low-income groups. However, over time, it has been adopted by different social groups and has become a part of popular culture.The aim of the study is to determine high school students’ metaphorical perceptions of the concept of Arabesque music. In this context, the study explores how students define Arabesque music, what metaphors they use for it, and how they categorize these metaphors.In the research, 382 high school students in Erzurum were asked an open-ended question, prompting them to compare Arabesque music to an entity and explain their reasoning. The data were analyzed using the content analysis method.According to the findings, students generated 107 different metaphors. Most students described Arabesque music negatively, with the most common metaphors being “life,” “pepper,” and “love.” The metaphors were grouped into ten categories, with the most common category being “The painful/sorrowful aspect of Arabesque music.” Additionally, Arabesque music was also perceived as addictive, healing, reminiscent of the past, and soothing to a certain extent. Perceptions varied by gender and grade level, with upper-grade students demonstrating a more mature and calming perspective on Arabesque music.In conclusion, it can be said that students’ perceptions of Arabesque music reflect the widespread negative judgments in society. However, some students also consider it a genre that provides emotional relief. This study highlights the significant role of Arabesque music in young people’s identity and cultural belonging processes.