*2.3.1 Document*

To determine the learning styles of n = 77 students participating in the study, Kolb-3 learning style test was used. For the participating students to have in-depth knowledge of elementary music education, a semi-structured interview form was applied. This interview form is a written assignment that summarizes the activities carried out for one semester. In this assignment, students were asked to define and interpret the concepts of elementary, music, Orff-Schulwerk, and movement training. Additionally, the answers to the following questions were sought: Do the activities carried out for 14 weeks of lessons, in the basic sciences program and music education course in the fall of 2017–2018 have any relation to the elementary music and movement training? Could you comment on learning styles that emerge according to the Kolb-3 learning style? The writing format of the assignment was APA 6 style, which is the preferred format in academic writing, with the font Times New Roman 12 pt, in a justified alignment format. Also, the template consists of two sections, the introduction and the conclusion. In the introduction part, the concepts of elementary, music, Orff-Schulwerk, and movement training were examined. In the conclusion part, the answers to the following questions were sought: Do the activities carried out in the basic sciences program and music education course in the fall of 2017–2018 have any relation to the elementary music and movement training? What is the experiential learning style test? How do participants view their learning styles at the end of the test?

**227**

*Is Experiential Learning Possible with Active Music Education?*

In the Fall semester of the 2017–2018 academic year, during 14 weeks of lessons, observations, and experiences, differences in students' experiences were noted in

A study group was created in the WhatsApp application to reinforce and recollect

the study. In this group, video summaries of the practices performed every week according to the micro teaching technique were recorded and shared and discussed for 5–10 min. The participant students, who made use of the videos recorded as a result of 14 weeks of education, formed groups consisting of 1-2-4 or 6 people and made presentations about nursery rhymes and counting rhymes. They made presentations about how they could apply elementary music and movement education

The answers to the semi-structured interview form were coded with the

To understand the ways of gaining experience in the basic education, music education course, *KOLB-3 experiential learning style* tests the Turkish validity and reliability study was performed by Gencel [15]. To increase the internal reliability of codes created by the MAXQDA 11+ software, the coding was repeated by the researcher after 14 weeks (after the 2017-2018 Spring semester). Based on the title of the study topic, participants' experiential learning test results and their opinions on the test, the concept of elementary, elementary music and movement training, positive aspects of experiential music and movement practices and factors that prevent experiential music and movement practices were evaluated. The relationship of themes and codes was reviewed with an educational scientist who is experienced in computerized qualitative research and coding and unrelated codes were removed.

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

**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;

learned through reflective observation (**Figure 1**).

practices in the classroom teaching course and gained experience.

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

the individual class observation report.

*2.3.2 Observation*

*2.3.3 Micro teaching*

*2.3.4 Data analysis*

**3. Findings**

MAXQDA 11+ software.

*2.3.5 Validity and reliability*
