ABSTRACT

This study aims to design concept-based music inquiry lessons utilizing teacher-driven inquiry questions. To achieve this, it examines conceptual understanding, inquiry-based learning, and the meaning and role of inquiry questions, emphasizing their necessity in music education. Based on these theoretical considerations, an inquiry lesson on “Music and Emotions” was designed and implemented, with teacher-driven inquiry questions serving as the central tool. The findings indicate that inquiry-based music lessons enabled students to move beyond a fragmented understanding of musical elements, allowing them to develop a comprehensive grasp of the relationships among elements and actively explore the structural characteristics and expressive intentions of musical works. Furthermore, systematically designed inquiry questions effectively stimulated students’ thinking and enhanced their ability to apply musical concepts in diverse contexts. This study highlights the value of teacher-driven inquiry questions and inquiry-based learning as a meaningful instructional approaches in music education, suggesting their integration with other music education methodologies in future research.

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