Educational transmission of Turkish music culture on digital platforms: An examination of bağlama education content on YouTube in terms of pedagogical quality

Abstract

The aim of this study is to examine the educational content, instructional approaches, and technological-visual presentation features of YouTube channels producing bağlama education content, thereby revealing the current state of bağlama education conducted in digital environments. The study was conducted using a case study design within the qualitative research approach, and document analysis was employed to obtain the research data. Five YouTube bağlama education channels were selected through criterion sampling. The YouTube Bağlama Education Content Checklist, developed by the researchers, was used as the data collection instrument. The findings showed that bağlama education on the examined YouTube channels was predominantly conducted through folk song/piece instruction and practical demonstrations. In terms of content, short-neck bağlama instruction, beginner-level lessons, ornamentation techniques, the use of notation and visual materials, and tuning instruction were prominent, whereas intermediate- and advanced-level content, long-neck bağlama instruction, technical exercises, transition exercises, and solfège activities were more limited. Verbal explanations and practical demonstrations were widely used in the instructional process. In terms of technological and visual presentation, close-up camera shots were commonly employed, while the use of multiple camera angles remained very limited. In addition, none of the examined channels included instruction in regional performance styles, one of the fundamental components of the Turkish folk music performance tradition. It is recommended that bağlama education content on YouTube be structured according to a level-based instructional approach, that technical skills be developed more systematically, that technological-visual presentation opportunities be used more effectively, that content creators prepare more planned and comprehensive instructional materials, and that future studies examine digital bağlama education using larger samples.