Güzel sanatlar liseleri 12. sınıf çalgı eğitimi (bağlama) dersi içeriklerinin, kazandırılması hedeflenen beceriler doğrultusunda incelenmesi

This study aims to determine how the activities included in the achievements of the 12th-grade baglama textbook used in fine arts high schools contribute to the skills targeted in the baglama education and training process. Since the study seeks to reveal the current state of affairs, it incorporates dimensions of descriptive research. In this context, the achievements and activities within the 12th-grade baglama textbook of fine arts high schools were first examined. Subsequently, the perspectives of baglama instructors at fine arts high schools were gathered to assess the effectiveness of these activities and identify the types of activities employed by teachers for achievements without predefined content. The data were collected through semi-structured interviews with 21 baglama instructors working in fine arts high schools across different provinces of Turkey. The data related to achievements with existing content were analyzed using percentage and frequency analysis to provide a descriptive overview. For achievements lacking content, content analysis was conducted, and the identified codes were examined based on frequency and percentage values. The findings indicate that the 12th-grade instrumental education (Baglama) textbook is insufficient in fostering certain fundamental musical skills. Teachers attempt to compensate for these deficiencies through individual efforts. Furthermore, the study highlights the need for more practical, digital, and interactive content in education. In light of these findings, it is recommended that educational materials be updated and a student-centered, practice-based, and technology-supported instructional model be adopted.