The aim of this study is to examine the structural and pedagogical changes in the classical guitar course curricula taught in the music departments of Fine Arts High Schools in Turkey between the years 1989, 2006, 2018, and 2022. The syllabus documents published by the Ministry of National Education were analyzed through content analysis, and the objectives, learning outcomes, content dimensions, instructional approaches, and assessment criteria were compared thematically. The analysis shows that the 1989 program primarily focused on technical skills and standard repertoire within a teacher-centered instructional framework. In the 2006 program, in line with the constructivist learning approach, active student participation became more prominent. The 2018 syllabus further strengthened the emphasis on musical expression, aesthetic sensitivity, and individualized learning. The 2022 program, on the other hand, highlights the use of digital learning tools and inclusive music pedagogy. Overall, the examined syllabus suggests a gradual shift in classical guitar education from a discipline-oriented structure toward approaches that prioritize student engagement and technological support.
Taner Uluçay (Mon,) studied this question.