Analysis of the textbook titled Western Music Theory and Practice for the 9th grade of Fine Arts High Schools in Turkiye

Abstract

This study examines the compliance of the 9th-grade Western Music Theory and Practice textbook, used in Fine Arts High Schools, with the curriculum set by the Ministry of National Education, as well as the suitability of its content for the developmental levels of students. The research was designed using the document analysis method, which is one of the qualitative research approaches. The selected document for analysis was the 9th-grade Western Music Theory and Practice textbook currently used in Fine Arts High Schools in Türkiye. Content analysis was applied to the textbook, and the findings were presented thematically. The analysis showed that the textbook consists of four units and 135 pages, organized as follows: Unit 1 – Introduction to Music Theory, Unit 2 – Simple Measures, Unit 3 – Scales and Tones in Music, and Unit 4 – Interval Information. The distribution of topics within the units is as follows: Unit 1 covers Basic Music Theory, Rhythm, and Tempo; Unit 2 focuses on Rhythm and Metric Units; Unit 3 addresses Scales, Tones, and Major and Minor Tones; and Unit 4 deals with Intervals and Melodic and Harmonic Structures. The distribution of examples in the units is as follows: Unit 1 contains 8 examples, Unit 2 contains 10 examples, Unit 3 contains 12 examples, and Unit 4 contains 9 examples. Regarding the time signatures used, Unit 1 includes 4/4, 3/4, and 2/4; Unit 2 includes 4/4, 3/4, and 2/4; Unit 3 includes 4/4 and 6/8; and Unit 4 includes 4/4. In terms of tonalities, Unit 1 uses C Major and A Minor; Unit 2 uses C Major; Unit 3 uses C Major, A Minor, G Major, and E Minor; and Unit 4 uses C Major. When evaluated in terms of the pedagogical level suitable for students, Unit 1 was assessed as high level, Unit 2 as moderate level, Unit 3 as high level, and Unit 4 as moderate level. As a result of the research, it was found that the 9th-grade Western Music Theory and Practice textbook generally aligns with the curriculum and is structured in accordance with students’ developmental levels. However, it was also determined that some units may require additional examples and more detailed explanations. Furthermore, increasing the diversity of musical examples and incorporating more exercises involving different tonalities and meters could enhance the textbook. The findings suggest that while the textbook fundamentally meets educational requirements, updates and enrichment of the content are necessary.