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It can be said that music is at the forefront of art branches. Because music appeals to a large number of people and lots of people are interested in music. Some may focus on the rhythm, some as a listener, some as a songwriter. There are also many who are professionally interested in music. Some people may use one or more of the musical instruments in particular. This is generally seen as a matter of talent. But it is education that will improve talent.
The aim of this study is to include schools and programs related to music education in the reform process of the Ottoman State. Thus, it was examined how there was a change in understanding in music. The innovation process begins in the early nineteenth century and continues into the twentieth century. Music is called "Musiki" in the Ottoman State. In the classical period (from the foundation of the state to 17th century), there was a “mehter team” in the Ottoman State. At the same time, there was “Meşkhane” among the palace educational institutions. However, there were developments in modern terms, especially during the reign of Sultan Mahmud II. Bando was established and “Mızıka-ı Hümayun School” was opened. In addition to this, founded in the same century in modern schools music lessons were taught. “Darülelhan” also served as an official music school. In the period of innovation as another school in this field ıt can be mentioned about the “Music Teacher School”(Musiki Muallim Mektebi). This school was established to train music teachers for the development of modern music and especially piano education. Apart from that, students were sent to Europe for music education. All developments that can be evaluated within the scope of modern music education in the last periods of the Ottoman State are included in this study. Programs and training processes are the subjects of these educational institutions.
The study is in the tradition of qualitative research and was conducted according to a case study design. The data of the research were obtained by document (document) analysis, and descriptive analysis and content analysis methods were used in the analyzes. As a result of the study, ıt has been understood that the Ottoman Empire gave importance to music education and made the necessary arrangements in this regard during the period of innovation.
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