The aim of this study is to determine the place and importance of folk songs in secondary education in terms of values education. Case study design, one of the qualitative designs, was used in the research. In the study, in secondary education; The folk song works in 4 books used in music lessons in 9th, 10th, 11th and 12th grades were examined and analyzed in depth. Your works; Features such as decision voice, maqam sequence, procedural knowledge, and vocal range were examined. As a result of the analysis; It was observed that there were a total of 57 folk songs in the music books, 12 in the 9th grade, 15 in the 10th grade, 14 in the 11th grade and 16 in the 12th grade. Folk songs consist of simple, combined and mixed rhythms; It is in the maqam series Uşşak, Hüseyni, Hicaz, Segâh, Çargâh, Buselik, Kürdi, Muhayyer Kürdi, Acem Kürdi, Hüzzam, Rast and Sultaniyegâh; It has been observed that the subjects of love and infatuation are dominant in terms of subject-theme. In addition, it has been determined that the values of love are mostly used in the folk songs, which are also discussed in terms of values education. One of the striking points is that the folk songs in the books are mostly chosen from folk songs that are still up to date. In line with the findings, it can be said that the number of folk songs in secondary school music textbooks is insufficient. When selecting works, it is thought that it would be better and more effective in terms of values education if field experts conduct a more detailed study and include important works that reflect Turkish culture and values.
Values education, folk song, secondary education.