**3. Findings**

According to the data, regarding the Kolb learning styles, 30 of the 77-people students' group were converging, 21 were assimilating, 16 were diverging, and 10 were accommodating. As understood from the data, 51 students had abstract conceptualization skills and 26 students had concrete experiencing skills. While 41 students were observed to learn through active experimentation, 36 students learned through reflective observation (**Figure 1**).

**P37:** I have a converging learning style, according to Kolb. I can learn with abstract conceptualization and active experience. That's why I first put the actions that we learn in the course into perspective then I put them into practice. With the practices and experiments that we do in class, I try to acquire the right information. Since everyone in the classroom offers different ideas and we put these ideas into practice, I can approach the subject with different perspectives. I can participate actively in the course. **P30:** During our practices, we performed listening rhythm and harmonizing studies. We started from a specific topic in certain practices;

**Figure 1.**

*Learning styles of students participating in the study.*

it is sort of my area of expertise to concentrate on one thing, as in my learning style. In my learning style, it is essential to organize information and to focus on specific problems. **P22:** Converging individuals are defined as people who use abstract conceptualization and active experience learning stages and practical applier of ideas. They were expressed as deductive people with problem-solving skills, interested in technical matters. During class practices, generally, I observe first, and then give my opinions, if I have any. Since I think learning by doing is more permanent, I care about practice. So I participate in the practices and activities in class. So, I partially fit in with the converging style in the Kolb inventory. **P55:** I do not act without thinking. I am cautious. I'm more inclined towards objects and symbols. I learn best with projects, practical assignments, small group discussions. My learning style helped me in class. I am learning through problem solving, decision making, logical and systematic planning of ideas so in the course so I have always asked myself the question of "How." "How will I do it? How will it happen?" I received the answers to these questions by participating in the applications. I'm good at organizing information, focusing on specific problems. I am successful in problem solving and technical issues rather than social and interpersonal issues. However, in the course, I participated in activities as a part of the group. I have expressed my ideas and voiced my opinions about things that concerned me. I learn by doing, experiencing. That's why I have always been actively involved in the course. Again, it was me who found the mistakes one by one on the board. I constantly questioned the points that I found problematic and expressed my opinions, then we reflected on them together (**Figure 2**).

**P72:** While practicing in the course, I always asked myself questions such as; Why will I learn? How will I learn? and I found the answers in practice. I like to work individually, which is a characteristic of my learning style. However, thanks to the practices we do in the course, I've warmed towards group work and I have observed to be more efficient than when I worked on my own. My learning style made me ask more questions during practice. This allowed me to gain a more inquisitive identity and more awareness. **P10:** In fact, since observing and applying is important in most of the practices we do in class, this learning style helped me a little about learning. The fact that thinking is at the forefront in this learning style has enabled me to benefit from it in this regard since the practices we perform are related to thinking, researching, exploring. I prefer observation as it is in my learning style. I think I have developed myself in terms of learning through group work along with the course. **P70:** I learn by observing as in the assimilating learning style. I first examine, see then I start to practice it myself. Being preoccupied with details, I ask questions in class such as "Why are we doing these movements?" or "How and

**229**

**Figure 3.**

**Figure 2.**

*Is Experiential Learning Possible with Active Music Education?*

*The comments of the participants on the* converging *learning style.*

*The comments of the participants on the* assimilating *learning style.*

where are we going to use them?." **P61:** I think the result of this test is right for me because to learn something in my life, first I would like to have information about that thing and to observe, to see how it is done. Before active participation, I like observing. If I were to interpret the Music and Movement course, which we took during the semester, in this context, I think that I have been forced to participate actively as an individual who prefers to do observation and that this has helped me improve to a certain degree in active participation. Because, in our lessons, I saw a process more appropriate for the active participation structure, rather than obser-

Sample expressions selected from several participants at the end of the study are as follows: **P14:** According to Kolb's learning style questionnaire, I was in a converging style, but I see myself in the accommodating learning style. The reason for this is that I take action without thinking; I reach the truth through trial and error. I prefer active participation and learn things by doing-experiencing while learning. This is how I learned music through the music lesson we were taught. **P48:** To be honest, I can hardly understand the narrow definitions of visual intelligence,

*DOI: http://dx.doi.org/10.5772/intechopen.93754*

vation (**Figure 3**).

#### *Is Experiential Learning Possible with Active Music Education? DOI: http://dx.doi.org/10.5772/intechopen.93754*

where are we going to use them?." **P61:** I think the result of this test is right for me because to learn something in my life, first I would like to have information about that thing and to observe, to see how it is done. Before active participation, I like observing. If I were to interpret the Music and Movement course, which we took during the semester, in this context, I think that I have been forced to participate actively as an individual who prefers to do observation and that this has helped me improve to a certain degree in active participation. Because, in our lessons, I saw a process more appropriate for the active participation structure, rather than observation (**Figure 3**).

Sample expressions selected from several participants at the end of the study are as follows: **P14:** According to Kolb's learning style questionnaire, I was in a converging style, but I see myself in the accommodating learning style. The reason for this is that I take action without thinking; I reach the truth through trial and error. I prefer active participation and learn things by doing-experiencing while learning. This is how I learned music through the music lesson we were taught. **P48:** To be honest, I can hardly understand the narrow definitions of visual intelligence,

**Figure 2.**

*Education at the Intersection of Globalization and Technology*

*Learning styles of students participating in the study.*

it is sort of my area of expertise to concentrate on one thing, as in my learning style. In my learning style, it is essential to organize information and to focus on specific problems. **P22:** Converging individuals are defined as people who use abstract conceptualization and active experience learning stages and practical applier of ideas. They were expressed as deductive people with problem-solving skills, interested in technical matters. During class practices, generally, I observe first, and then give my opinions, if I have any. Since I think learning by doing is more permanent, I care about practice. So I participate in the practices and activities in class. So, I partially fit in with the converging style in the Kolb inventory. **P55:** I do not act without thinking. I am cautious. I'm more inclined towards objects and symbols. I learn best with projects, practical assignments, small group discussions. My learning style helped me in class. I am learning through problem solving, decision making, logical and systematic planning of ideas so in the course so I have always asked myself the question of "How." "How will I do it? How will it happen?" I received the answers to these questions by participating in the applications. I'm good at organizing information, focusing on specific problems. I am successful in problem solving and technical issues rather than social and interpersonal issues. However, in the course, I participated in activities as a part of the group. I have expressed my ideas and voiced my opinions about things that concerned me. I learn by doing, experiencing. That's why I have always been actively involved in the course. Again, it was me who found the mistakes one by one on the board. I constantly questioned the points that I found problematic and expressed my opinions, then we reflected on them

**P72:** While practicing in the course, I always asked myself questions such as; Why will I learn? How will I learn? and I found the answers in practice. I like to work individually, which is a characteristic of my learning style. However, thanks to the practices we do in the course, I've warmed towards group work and I have observed to be more efficient than when I worked on my own. My learning style made me ask more questions during practice. This allowed me to gain a more inquisitive identity and more awareness. **P10:** In fact, since observing and applying is important in most of the practices we do in class, this learning style helped me a little about learning. The fact that thinking is at the forefront in this learning style has enabled me to benefit from it in this regard since the practices we perform are related to thinking, researching, exploring. I prefer observation as it is in my learning style. I think I have developed myself in terms of learning through group work along with the course. **P70:** I learn by observing as in the assimilating learning style. I first examine, see then I start to practice it myself. Being preoccupied with details, I ask questions in class such as "Why are we doing these movements?" or "How and

**228**

together (**Figure 2**).

**Figure 1.**

*The comments of the participants on the* converging *learning style.*

**Figure 3.**

*The comments of the participants on the* assimilating *learning style.*

auditory intelligence so it was very useful to do this test and find out my learning style. The diverging learning style summarizes me very well. I'm a serious observer. Even if I understand things, I refrain from action, think and judge within myself, ask questions of why and how but participating or sharing my ideas is not for me. That's why I never mentioned my ideas during practice. Things come to my mind because I pay attention to the course, it is my favorite lesson, but I always have trouble in participating in the class. After discovering my style of learning, nothing has changed. I still observe in the same way but I either participate because I have to, or I participate without sharing my ideas and thoughts. By watching, I learn in a calm, patient, elaborative, very detailed and objective way. However, I like working individually. **P43:** I think this lesson fits my learning style. It is because diverging learning needs sensory organs while learning. We are actively using our sensory organs in our course. Diverging learning mostly uses sight. In the course, we apply the movements by looking at our teacher. This means that we use our vision. I find the applications in the course parallel to my one-to-one learning style. **P56:** When shaping my ideas, I consider my feelings and thoughts. The reason why this learning style is called diverging learning is that individuals with this style show better performance when they are asked to create alternative ideas in concepts such as brainstorming. Thanks to our practices in the course, I warmed up more to group work and observed that I had more efficiency than individual study. My learning style made me ask more questions during practice. This allowed me to gain a more inquisitive identity and more awareness (**Figure 4**).

**P42:** I think I fit the accommodating learning style. I can easily relate to people, adapt to change, I like change. I always plan before doing anything. Planning is important to me. I trust my intuition. I prefer active participation in the lessons. Because as I mentioned above, I think a student learns best through doing and experiencing. When studying, I think that the more the subject appeals to the senses, the better the student understands. **P47:** I have an accommodating learning style. And according to this style, I have a character that can establish easy relationships with people, and sometimes I am very impatient. I'm open-minded and when I see that something we're doing is lacking, wrong or unusual, I speak my mind directly. However, individuals with this style are said to be able to adapt easily to changes, but I am a little stubborn and I can't easily adapt to changes (**Figure 5**).

**P75:** Elementary means simplification of complex education. The concept of elementary that facilitates learning has an important place especially in terms of the education of children. **P15:** The elementary concept of Orff-Schulwerk refers

**231**

**Figure 5.**

*Is Experiential Learning Possible with Active Music Education?*

*The comments of the participants on the* accommodating *learning style.*

to making education basic, easy and simple. Originating from the Latin word "elemetarius" means belonging to the oldest, beginning and basic elements, firsthand. We can say that it means transforming a complex structure into a structure that is easier and more solvable. **P61:** Breathing, tapping out the rhythm with the heartbeat, making sounds with tongue movements and giving music meaning with various body movements are the things we can frequently see in this concept. It is also possible to participate in this structure with simple instruments and simple dances that express the structure of music. In short, it is an area that individuals can use to express music by simplifying and transforming the complex theoretical teachings of music. It is expressing music by using the sounds in nature and sounds,

rhythms and movements that are present in the human body (**Figure 6**).

**P48:** Orff Schulwerk and movement education is the expression of emotions that come from inside of the individual. It teaches children to move together, and the harmony that occurs when they adapt. It allows productivity through cooperation. The outputs provide enormous benefits in the cognitive, social and emotional areas of children during the process, they provide an aesthetic sense. **P39:** In Orff 's exercises, the student-centered course type is taken as a basis. In these studies, the teacher determines the principle, purpose, method, and content, informs about "What?" to do, however "How?" it will be carried out is determined together with the students. Each work process is divided into stages in itself. The main methods of this practice are improvisation, gameplay, discovery, re-finding, experiencing, transforming and discussing. Among them, especially improvisation and gameplay are predominant. Also, various social forms such as group work, circle form, U form are frequently used. **P7:** In the Orff system, students discover and acquire knowledge. This makes the information permanent. Lessons become more fun and enjoyable. Music teachers' learning and using these methods well makes the lesson more enjoyable and ensures that the knowledge taught will be permanent. It will be useful to apply it to all schools. **P27:** Music is the means through which people express themselves. What's special about Orff teaching is that it enables the individual to move freely, improvise, express himself or herself with music. This art does not belong to a single culture in the world and is universal. Children need to develop their imagination. The formation of music is

*DOI: http://dx.doi.org/10.5772/intechopen.93754*

**Figure 4.** *The comments of the participants on the* diverging *learning style.*

*Is Experiential Learning Possible with Active Music Education? DOI: http://dx.doi.org/10.5772/intechopen.93754*

*Education at the Intersection of Globalization and Technology*

inquisitive identity and more awareness (**Figure 4**).

*The comments of the participants on the* diverging *learning style.*

auditory intelligence so it was very useful to do this test and find out my learning style. The diverging learning style summarizes me very well. I'm a serious observer. Even if I understand things, I refrain from action, think and judge within myself, ask questions of why and how but participating or sharing my ideas is not for me. That's why I never mentioned my ideas during practice. Things come to my mind because I pay attention to the course, it is my favorite lesson, but I always have trouble in participating in the class. After discovering my style of learning, nothing has changed. I still observe in the same way but I either participate because I have to, or I participate without sharing my ideas and thoughts. By watching, I learn in a calm, patient, elaborative, very detailed and objective way. However, I like working individually. **P43:** I think this lesson fits my learning style. It is because diverging learning needs sensory organs while learning. We are actively using our sensory organs in our course. Diverging learning mostly uses sight. In the course, we apply the movements by looking at our teacher. This means that we use our vision. I find the applications in the course parallel to my one-to-one learning style. **P56:** When shaping my ideas, I consider my feelings and thoughts. The reason why this learning style is called diverging learning is that individuals with this style show better performance when they are asked to create alternative ideas in concepts such as brainstorming. Thanks to our practices in the course, I warmed up more to group work and observed that I had more efficiency than individual study. My learning style made me ask more questions during practice. This allowed me to gain a more

**P42:** I think I fit the accommodating learning style. I can easily relate to people, adapt to change, I like change. I always plan before doing anything. Planning is important to me. I trust my intuition. I prefer active participation in the lessons. Because as I mentioned above, I think a student learns best through doing and experiencing. When studying, I think that the more the subject appeals to the senses, the better the student understands. **P47:** I have an accommodating learning style. And according to this style, I have a character that can establish easy relationships with people, and sometimes I am very impatient. I'm open-minded and when I see that something we're doing is lacking, wrong or unusual, I speak my mind directly. However, individuals with this style are said to be able to adapt easily to changes,

but I am a little stubborn and I can't easily adapt to changes (**Figure 5**).

**P75:** Elementary means simplification of complex education. The concept of elementary that facilitates learning has an important place especially in terms of the education of children. **P15:** The elementary concept of Orff-Schulwerk refers

**230**

**Figure 4.**

to making education basic, easy and simple. Originating from the Latin word "elemetarius" means belonging to the oldest, beginning and basic elements, firsthand. We can say that it means transforming a complex structure into a structure that is easier and more solvable. **P61:** Breathing, tapping out the rhythm with the heartbeat, making sounds with tongue movements and giving music meaning with various body movements are the things we can frequently see in this concept. It is also possible to participate in this structure with simple instruments and simple dances that express the structure of music. In short, it is an area that individuals can use to express music by simplifying and transforming the complex theoretical teachings of music. It is expressing music by using the sounds in nature and sounds, rhythms and movements that are present in the human body (**Figure 6**).

**P48:** Orff Schulwerk and movement education is the expression of emotions that come from inside of the individual. It teaches children to move together, and the harmony that occurs when they adapt. It allows productivity through cooperation. The outputs provide enormous benefits in the cognitive, social and emotional areas of children during the process, they provide an aesthetic sense. **P39:** In Orff 's exercises, the student-centered course type is taken as a basis. In these studies, the teacher determines the principle, purpose, method, and content, informs about "What?" to do, however "How?" it will be carried out is determined together with the students. Each work process is divided into stages in itself. The main methods of this practice are improvisation, gameplay, discovery, re-finding, experiencing, transforming and discussing. Among them, especially improvisation and gameplay are predominant. Also, various social forms such as group work, circle form, U form are frequently used. **P7:** In the Orff system, students discover and acquire knowledge. This makes the information permanent. Lessons become more fun and enjoyable. Music teachers' learning and using these methods well makes the lesson more enjoyable and ensures that the knowledge taught will be permanent. It will be useful to apply it to all schools. **P27:** Music is the means through which people express themselves. What's special about Orff teaching is that it enables the individual to move freely, improvise, express himself or herself with music. This art does not belong to a single culture in the world and is universal. Children need to develop their imagination. The formation of music is

**Figure 6.** *The comments of the participants on the concept of elementary.*

a result of movements. Music and movement constitute a whole. Even the generation of our voice occurs as a result of the movement of our vocal cords. Children's creativity improves. There are no single set of straight rules, and everyone is free to make the music they want. It is out-of-the-box music education. Children engage in creative activities by singing and playing. Music and movement arise as a result of children's free movement in an environment where they can think freely (**Figure 7**).

**P7:** In music lessons in our public schools, students sit at their desks without moving and the teacher talks. There is not much participation in class. In this traditional teaching, there is information and music is taught from the information. However, in the Orff method, the student is active, interacts with other children and the teacher guides. The student is the one who thinks, puts effort, researches. Improvisation encourages students to think in different ways. It is also a useful method for mental improvement. In the Orff system, the student explores and learns the information. This makes the information permanent. Lessons are more fun and enjoyable. Music teachers' learning and using these methods well make lessons more enjoyable and ensures that the information is permanent. It will be useful to apply it to all schools. What I do in the course will enable me to spend a lot of fun and active time with children when I start my profession. The student is completely active. With confidence, they will express themselves and their thoughts better. Even we find this lesson very different and have fun, I think children will love it. It will have an illuminating effect on their future. It is amazing… **P10:** Another one of its effects on learning is that what is to be learned becomes a game with music and dance. In this way, especially kids who like to play games will enjoy learning more quickly without realizing it by taking pleasure. Such learning will also last longer and be permanent. Also, since this education style is aimed at all individual s of all ages, everyone becomes active within the learning process. In other words, not only those who are skillful on that subject, but everyone gets involved. In addition to developing creativity develops, the social and mental states of individuals will also improve. Through the development of creativity, it contributes to individuals' gaining certain skills in art. Also, since this training is carried out in free environments, through music, meaning through factors such as movement, rhythm and dance, individuals get the opportunity to express themselves. That is because music allows people to express themselves better. This type of education will improve the self-confidence of individuals since they can express

**233**

**Figure 8.**

**Figure 7.**

*Positive aspects of experiential music and movement practices according to the participants.*

*The comments of the participants on elementary music and movement education.*

*Is Experiential Learning Possible with Active Music Education?*

it will arouse curiosity and interest in individuals (**Figure 8**).

themselves better. Since this style provides learning by experience through music,

About 20.8% of the participants stated that compared to previous experiences in music education, it may be difficult to implement music and movement practices due to crowded classes and material problems. While 11.5% of the participants have stated that long practices have a negative effect, 7.3% stated that the fact that Orff-Schulwerk or elementary music and movement practices in Turkey are not common and the classes where the practices are to be carried out are small are also preventative factors. About 10.4% of the participants stated that the division of the class into small groups of 20–25 people would reduce the factors that would adversely affect the practices. **P11:** The elementary system can be applied to courses with suitable lessons and fewer people. It is not a system that can be applied in the classes where the number of people is high. Because for the movements to be carried out as a group and effectively, there should be fewer people. It is not a suitable system for every course. It is a system that must be implemented in classes since it is a system where the children express their thoughts, present their ideas, and the teacher is a guide and the students are in the center, as opposed to the memorization system. In our

*DOI: http://dx.doi.org/10.5772/intechopen.93754*

#### *Is Experiential Learning Possible with Active Music Education? DOI: http://dx.doi.org/10.5772/intechopen.93754*

themselves better. Since this style provides learning by experience through music, it will arouse curiosity and interest in individuals (**Figure 8**).

About 20.8% of the participants stated that compared to previous experiences in music education, it may be difficult to implement music and movement practices due to crowded classes and material problems. While 11.5% of the participants have stated that long practices have a negative effect, 7.3% stated that the fact that Orff-Schulwerk or elementary music and movement practices in Turkey are not common and the classes where the practices are to be carried out are small are also preventative factors. About 10.4% of the participants stated that the division of the class into small groups of 20–25 people would reduce the factors that would adversely affect the practices.

**P11:** The elementary system can be applied to courses with suitable lessons and fewer people. It is not a system that can be applied in the classes where the number of people is high. Because for the movements to be carried out as a group and effectively, there should be fewer people. It is not a suitable system for every course. It is a system that must be implemented in classes since it is a system where the children express their thoughts, present their ideas, and the teacher is a guide and the students are in the center, as opposed to the memorization system. In our

#### **Figure 7.**

*Education at the Intersection of Globalization and Technology*

*The comments of the participants on the concept of elementary.*

a result of movements. Music and movement constitute a whole. Even the generation of our voice occurs as a result of the movement of our vocal cords. Children's creativity improves. There are no single set of straight rules, and everyone is free to make the music they want. It is out-of-the-box music education. Children engage in creative activities by singing and playing. Music and movement arise as a result of children's free movement in an environment where they can think

**P7:** In music lessons in our public schools, students sit at their desks without moving and the teacher talks. There is not much participation in class. In this traditional teaching, there is information and music is taught from the information. However, in the Orff method, the student is active, interacts with other children and the teacher guides. The student is the one who thinks, puts effort, researches. Improvisation encourages students to think in different ways. It is also a useful method for mental improvement. In the Orff system, the student explores and learns the information. This makes the information permanent. Lessons are more fun and enjoyable. Music teachers' learning and using these methods well make lessons more enjoyable and ensures that the information is permanent. It will be useful to apply it to all schools. What I do in the course will enable me to spend a lot of fun and active time with children when I start my profession. The student is completely active. With confidence, they will express themselves and their thoughts better. Even we find this lesson very different and have fun, I think children will love it. It will have an illuminating effect on their future. It is amazing… **P10:** Another one of its effects on learning is that what is to be learned becomes a game with music and dance. In this way, especially kids who like to play games will enjoy learning more quickly without realizing it by taking pleasure. Such learning will also last longer and be permanent. Also, since this education style is aimed at all individual s of all ages, everyone becomes active within the learning process. In other words, not only those who are skillful on that subject, but everyone gets involved. In addition to developing creativity develops, the social and mental states of individuals will also improve. Through the development of creativity, it contributes to individuals' gaining certain skills in art. Also, since this training is carried out in free environments, through music, meaning through factors such as movement, rhythm and dance, individuals get the opportunity to express themselves. That is because music allows people to express themselves better. This type of education will improve the self-confidence of individuals since they can express

**232**

freely (**Figure 7**).

**Figure 6.**

*The comments of the participants on elementary music and movement education.*

#### **Figure 8.**

*Positive aspects of experiential music and movement practices according to the participants.*

#### **Figure 9.**

*Factors preventing experiential music and movement practices according to participants.*

country, many academics and teachers are working on this subject. However, there is no institutionalization in this regard. **P50:** This education style is unfamiliar to me. Because I did not receive this education from the moment I started school at a young age and I got used to another style. And one of the things that are hard for people is to give up their habits. However, if this education is given to new generations, it will be easier for them than it is for us. **P32:** Applications with too many people in a small class sometimes lead a few students to get disconnected from the course, fail to establish one-on-one communication and to generate enough productivity. Therefore, the course environment and the class number should be taken into consideration. For that purpose, splitting into four different groups and changing the lesson times at the beginning of the semester have been much more useful. Consequently, for music and movement education, a special classroom and a limited number of students are required. **P60:** Since I have not had a proper music lesson until now, my skills and interest in music had become rusty. Because, since elementary school, we generally had free time during music lessons. **P45:** The state in particular should provide the necessary instruments for the universities and primary schools. And finally, our practices could be more energetic. The reasons why it could not be more energetic were due to both the size of the class and the unwillingness of students. Maybe a little bit of technology could have been utilized to make it more energetic; for example, a projection device could have been used to reflect on the board, we could have watched videos about Orff education, and our teacher might have wanted us to recreate what we saw similarly. Our teacher could have made an observation and joined when necessary, more fun activities could have been done in the classroom altogether. Songs could have been faster and played on the computer; we could have accompanied the song with our bodies and voices (**Figure 9**).
