An investigation into first-year music education students’ perceptions of their individual instruments via metaphorical representations in fine arts education departments

Authors : Senem Acay Sözbir

Pages : 1030-1044

Doi:10.31811/ojomus.1770699

View : 82 | Download : 174

Publication Date : 2025-10-29

Article Type : Research Paper

Abstract :Metaphor is widely regarded as a powerful cognitive tool that individuals employ to comprehend and articulate abstract, complex, or theoretical concepts. Research on metaphor usage highlights its key functions, including the expression of abstract phenomena through concrete examples, the conveyance of figurative meanings, and the elucidation of ideas via comparison. Although metaphors are commonly utilized in everyday language, they have increasingly become a significant focus within scientific inquiry in recent years. Within this framework, the present study aims to identify the mental images (metaphors) that first-year students in the Department of Music Education associate with their individual instruments, employing the metaphor technique as a methodological tool. The study sample comprises 93 first-year students enrolled in the Music Education Departments of Fine Arts Education Faculties at four universities located in the Western Black Sea Region. To explore their metaphorical perceptions of their individual instruments, participants were asked to complete the sentence: “My individual instrument is like ....... because ........” The resulting data were systematically categorized and presented accordingly. Findings indicate that students predominantly conceptualize their individual instruments using metaphors related to the category of “human.” An analysis of the 43 metaphors produced reveals that students’ most preferred metaphors tend to cluster in certain categories. In particular, the metaphors “my child” and “my family” stand out in the family category, while “friend” is prominent in the human category. In the nature category, “flower” and “sky” are frequently used, while “pencil sharpener” appears in the object category, and “cat” in the animal category. In the emotion category, the metaphors “love” and “a part of my body” are notably more common than others. Additionally, “water” in the essential needs category and “language” in the being a tool category are among the most frequently used expressions by the students. These results suggest a rich diversity in metaphorical conceptualizations, with a notable emphasis on human and relational imagery in students’ perceptions of their instruments. Based on these findings, the following recommendations can be made: Instructors can actively use metaphorical language to enhance teaching; music departments can implement orientation programs or mentoring systems that help students navigate the emotional and psychological dimensions of learning an instrument.
Keywords : Metafor, algı, müzik eğitimi, bireysel çalgı

ORIGINAL ARTICLE URL