@article{2019,title={MUSIC EDUCATION UNDERGRADUATES’ DICTATION STRATEGIES},abstractNode={Dictation activities constitute an important place in ear training activities. They are among the widely acknowledged activities to evaluate students’ hearing skills. This study aims to reveal dictation strategies of students who are successful in dictation activities in the music education undergraduate program and to reveal how dictation process is perceived and managed from the perspective of students who are successful in dictation. The study also attempts to offer an insight regarding dictation processes and strategies. The phenomenological research method was employed, and one-to-one, in-depth interviews were made with five participants. The data were analyzed through content analysis, which is one of the qualitative research methods. The analysis yielded two themes: “dictation strategies” and “activities assisting and facilitating dictation”. The dictation strategies were categorized according to the course and chronology of the dictation performance process. Hence, three codes that are “in the beginning”, “while writing”, and “finishing” were created. The activities assisting and facilitating dictation were categorized under two codes that are “in-class activities” and “extra-class activities”. The study showed that the participants’ strategies to write the melody show variety, and they have an awareness regarding tonal context. It is seen that the participants think over their improvement regarding musical hearing. Thus, they contribute to their improvement in relation to dictation by being interested in different music types, utilizing information technologies, thinking about the relationships between sounds in their free time. It is thought that this is an important study as it will offer us an insight about how students perceive and manage dictation processes and as it is one of the few studies in Turkey regarding students’ dictation processes and strategies. It is recommended that similar studies that can be considered as extensions of this study be repeated with different student groups.},author={Hatice ÇELİKTAŞ-Sezen ÖZEKE},year={2019},journal={Turkish Studies-Educational Sciences}}