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Abstract (2. Language): 
Many findings show that musical development begins in the antenatal period and continues throughout life. This proves that music learning's nature cannot be limited to school experience. Musical learning occurs in both formal and informal environments. It spreads throughout the entire lives of human beings and can be observed in both personal space and public space. It is a practical behavior that is continuous and accumulative. The aim of this study is to analyze and describe the primary stages of the lifelong process of learning music. Study findings show that musical practices in this lifelong process can be summarized in three primary stages. The first stage is musical perception and cognitive development, which begins in the antenatal period and continues until the early years of adolescence. In this stage, individuals have their first experiences of music and develop initial cognitive structures for it. The second stage is the development of a musical identity. It begins in adolescence and continues in adulthood. In this stage, musical identities are not stable, and they alter depending on a variety of factors. The third stage is late adulthood or old age when music has the function of a therapy and a tool for healthy living. Each period transfer its unique structure to the next stage, which makes it possible to perform learn music for an entire lifetime.
Abstract (Original Language): 
Müziksel gelişimin doğum öncesinde başladığı ve yaşam boyu devam ettiğine ilişkin bulgular müzik öğrenmenin okul deneyimleri ile sınırlandırılamayacak doğasını göstermektedir. Formal ve informal çevrede yaşanan müziksel gelişim ve öğrenme süreci; insan yaşamının tümüne yayılan, bireysel alandan kamusal alana dek geniş bir düzlemde gözlemlenebilen, sürekli, birikimli bir davranış pratiğidir. Çalışmanın amacı; yaşamboyu öğrenme sürecinde müziğin geçirdiği başlıca evreleri incelemek ve tanımlamaktır. Bulgular, yaşamboyu öğrenme sürecinde müzik pratiklerinin başlıca üç evrede özetlenebileceğini göstermektedir. İlki; doğumöncesi başlayan ve ergenliğin ilk yıllarına dek devam eden müziksel algılama/müzik bilişsel gelişim evresidir. Bu evrede müzikle ilgili ilk şemalar ve deneyimler yapılandırılır. İkinci evre, ergenlikle başlayan ve yetişkinlikte süren müziksel kimlik geliştirme evresidir. Bu evrede müziksel kimlikler durağan olmayıp çeşitli etkenlere göre değişim gösterebilmektedir. Üçüncü evre ise geç yetişkinlik-yaşlılık dönemini kapsayan ve müziğin bir terapi/sağlıklı yaşam aracı olarak işlev gördüğü evredir. Her evrenin kendine özgü yapısı bir sonraki evreye aktarılmakta ve bunun sonucunda müziksel gelişim/öğrenme pratikleri yaşamboyu devam edebilmektedir.



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