Cello education, as a sub-field of instrument education, can be thought of as a teaching program in which the achievements are shaped through a gradual learning process. As in all instrument education, the aim in cello education is also to determine the target behaviors that are desired to be acquired by the individual from the simple to the complex, and to create a learning process. The achievements determined for this purpose are shaped according to the knowledge and experience achievemented throughout history and transformed into a learning process with a systematic and methodological approach by cello educators. This learning process, created by educators with sufficient knowledge and experience in cello education, lays the groundwork for the creation of cello methods, which are a written source. In this research, it is aimed to reveal all the cognitive and psychomotor achievements by examining the Marian Miedlar Cello School 2. This research is a descriptive study designed with qualitative research methods in order to reveal the cognitive and psychomotor achievements of the method called Miedlar Cello School 2. The case study design, one of the qualitative research designs, was used in the research. The universe of this research is the Miedlar Cello School 2 method. This method; It consists of Methodological Principles, Position List, Position Changes, various exercises from numbers 1 to 309, scales in Two Octaves, and Cello Pieces with Piano Accompaniment. The sample of the research consists of the titles named "Methodological Principles" and "Position List" in terms of revealing the cognitive achievements of this method, and studies numbered 1-309 in terms of revealing the psychomotor achievements. In the research, first of all, the book called Miedlar Cello School 2, which constitutes the sample, was examined in general terms, the limitations were determined and it was determined from which parts the cognitive and psychomotor achievements would be extracted. While the findings related to cognitive achievements were obtained, the texts in the sections were translated from Polish to English or Turkish and summarized in a meaningful way.


Cello education, cello method, positions in cello