Transformation of traditional music teaching with media effect in the framework of status and role concepts: master-apprentice relationship

Abstract

The master-apprentice relationship, which is one of the oldest transfer methods of traditional teaching/learning, continues to exist by taking different forms today, thanks to the developing technological opportunities. In the research, the transformation of the master-apprentice relationship through the media was explained with the concepts of status and role, and focused on investigating the current situation. Status means, status, office, position, which is a determining element of the social system. It is a concept used to indicate the place, position, position of an individual or group in society. The dynamic dimension of social status is social role. The concepts of status and role that emerged on the axis of the master-apprentice relationship and how they have changed in music teaching in the modern and postmodern period are very important. Especially in the post-pandemic period, the loss of centralization in education, the evolution of a short-term and only talent-focused selective education approach instead of long-term and compulsory education are frequently discussed. In my research, I examined the concepts of status and role in the teaching process with the influence of the media in music teaching through the examination of the relevant literature. I researched factors affecting tradition, media influence on the maintenance of tradition and the changing status of master-apprentice roles. The dynamic structure of the master-apprentice relationship creates the phenomenon of changing status and role concepts with the influence of the media in music education. Technological developments make it possible for the master teacher in music teaching to be accessible without the constraints of time and space, and this leads to the reconstruction of role and status concepts. It has been observed that the hierarchical structure of the master-apprentice relationship has transformed into a more democratic space thanks to media tools. There is an evolution towards a more democratic, non-hierarchical and learner-centered teaching environment with the dissolution of the rigid and prescriptive structures in traditional music teaching with the influence of technology. It has been observed that the role and status of the master, which is shaped by popularity concerns compared to the autocratic and domineering state, has emerged with the influence of the media, while the apprentice has taken on a more decisive position compared to the passive role in the tradition. Master-apprentice and teacher-learner individuals are in a constant change in terms of role and status. This change initiates new discussions in terms of method in music education. The effect of media tools in music teaching can be examined separately and holistically on the basis of master-apprentice relationship or mentoring. The connection of effective teaching methods with the hierarchical structure should be investigated.