The piano is an instrument used in every subject in music education, and correctly acquired playing techniques bring good musicality and playing skills. Etudes, practices, and exercises are used to gain technical skills in piano education. Etudes are musical works that deal with various technical problems more comprehensively than drills. Although etudes do not bring anything new, their practice is highly useful as they systematically process all the difficulties encountered in music literature, and acquiring these skills as a whole gives the pianist a different experience (Pamir, as cited in Korkmaz, 2021). In general, the objective of instrument education is to allow students to be able to perfectly perform the instrument being taught. Therefore, the targeted behavior in piano education should also be perfection in performance. Etudes provide the most significant development regarding piano education in technical terms and are used highly effectively in the education process not only in terms of difficulty level but also in terms of purpose and application style (Kurtuldu, 2009). Carl Czerny wrote many works, especially etude studies in the field of piano education, and the frequently used etude methods for piano education (Öztürk, 2008), such as correctly acquiring technical habits being a factor that allows the most difficult and complex passages in a work to be easily played and thus also be interpreted well (Ekinci, 2004). In light of the relevant literature, this research attempts to focus on whether the applied exercises are beneficial to the passage, whether they affect the criteria of piano performance, whether inconsistent rhythm in passages involving 1/16th notes can be eliminated through repetition exercises.

This study investigates the effect of repetition exercises on piano performance while studying passages that require speed. The hypotheses developed for this research are as follows:

1. The experimental group’s scores for playing the passage with the correct notes are higher than the control group’s scores.

2. The experimental groups scores for playing the passage with the proper rhythm are higher than the control group’s scores.

3. The experimental group’s scores for play the passage at an even rhythm without pauses are higher than the control group’s scores.

4. The experimental group’s overall piano performance scores are higher than the control group’s scores.

This research uses an experimental design research model with the quantitative method. Within this framework, the research uses a post-test model with experimental and control groups.

The study group of this research consists of 50 students in total, 25 in the experimental group and 25 in the control group, all studying in their second year at Marmara University Atatürk Education Faculty of Fine Arts, Music Education Department during the 2018- 2019 academic year. Of the students in the study group, 25 are girls and 25 are boys.

The study group of this research consists of 50 students in total, 25 in the experimental group and 25 in the control group, all studying in their second year at Marmara University

Atatürk Education Faculty of Fine Arts, Music Education Department during the 2018- 2019 academic year. Of the students in the study group, 25 are girls and 25 are boys.

This research has not chosen all the criteria that make up piano performance. It haschosen the following:

1. Playing the passage with the correct notes

2. Playing the passage at the correct rhythm

3. Playing the passage without pausing

With regards to these criteria, a three-question observation form prepared by the researcher was used and includes the criteria of correct notes, correct rhythm, and playing without pausing.

Czerny’s Op/ 58 was selected as the passage to apply as it includes 1/16th notes, and group repetitive work was carried out. In addition, a personal information form with 10 questions was prepared to determine the demographic characteristics of the experimental and control groups and the necessary questions were asked. In order to test the effectiveness of the used method, the statistically unrelated group t-test was used to determine the differences between the performance test results of the experimental and control groups.

With the piano performance test, separate t-tests were made for the variables of correct notes, correct rhythm, and playing without pausing, and the results were examined with the t-test for male and female students in the experimental and control groups. This study investigates the effects of group repetitive exercises performed while studying an etude regarding piano performance and observed the experimental group (the group who practiced the passage with exercises) to have played the passage with the right notes, the right rhythm, and without pausing, while the control group (the group who only played the passage straight through without exercising). Meanwhile, the control group was unable to play all the notes properly at a consistent correct rhythm without pausing. This shows that the exercise had a positive contribution to playing the passage, showing that practicing exercise drills to positively affect piano performance.