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Teaching music in school environment contributes to indidviduals’ social, academic and emotional development. It is necessary to describe music teaching and assessment practices in order reach to desired goals and objectives. In this study it is aimed to investigate middle school music teachers’ views on their classroom teaching-learning practices and assessment processes. Case study method was utilized in the study which is one of the research methods within the qualitative research approach. The study was carried out with voluntary 12 music teachers who work in middle-schools of five different cities in 2015-2016 academic year. Data were collected through semi-structured interviews. Obtained data was analyzed by employing basic level content analysis techniques. During data analysis process first thematic structures were created and then similar and different views of participants were categorized under previously created themes and finally data were presented in tables where appropriate. Findings show that music teachers mostly teach theoretical topics and do some rhythm activities during classes. It is determined that music teachers mostly pay attention to students’ participation in activities in order to assess their progress and achievement. According to teachers musical achievement should not be evaluated with giving marks. In addition music teachers think that weekly allocated time for music lessons is very limited and music education should be given by specialist music teachers beginning from the early years. At the end of the study some recommendations were made for improving the quality of music education in middle-schools.

ORTAOKUL MÜZİK ÖĞRETMENLERİNİN MÜZİK ÖĞRETİMİ UYGULAMALARI VE ÖLÇME-DEĞERLENDİRM