
| Course Code | : İST528 |
| Course Type | : Area Elective |
| Couse Group | : Second Cycle (Master's Degree) |
| Education Language | : Turkish |
| Work Placement | : N/A |
| Theory | : 3 |
| Prt. | : 0 |
| Credit | : 3 |
| Lab | : 0 |
| ECTS | : 5 |
The objective is to examine the roles of *tekkes* (dervish lodges) in the production, education, performance, and transmission of music within their historical and cultural contexts; to enable students to evaluate—based on primary sources—the relationships between music, *erkân* (ritual protocols), *dhikr* (remembrance/liturgy), *samâ* (ceremonial listening/whirling), and physical space across various Sufi order traditions; and to develop research skills for investigating the interactions between *tekke* circles and other musical environments, as well as their transformations over time.
This study explores the role, historical development, and functions of music within the culture of *tekkes* (Sufi lodges) and *tasavvuf* (Sufism), as well as the approaches toward *semâ* (ceremonial whirling), *zikir* (remembrance/invocation), and music within Sufi thought. It examines the relationship between *erkân* (ritual protocols), ceremonial order, and music across various Sufi orders (*tarikats*), drawing on selected examples from the Mevlevî, Halvetî, Celvetî, Kadirî, and Rifâî traditions. Musical forms—such as *ilahi*, *durak*, *na‘t*, *kaside*, and the *Mevlevî âyini*—are evaluated in the context of their performance. The study highlights the role of *tekkes* in *meşk* (traditional apprenticeship-based musical training), composition, performance, and the transmission of repertoire, while also analyzing the interplay between music and elements such as poetry, lyrics, instrumentation, physical space, and bodily movement. Furthermore, it offers a comparative discussion—based on written and aural sources—regarding the interactions between *tekke* circles and the musical traditions of mosques, the imperial court, and the broader urban environment, as well as the evolution of the settings in which this musical heritage was historically transmitted.
| 1. | Explains the fundamental concepts pertaining to the relationship between poetry and music within their historical contexts. |
| 2. | Evaluates written, visual, and audio sources in terms of their reliability, representativeness, and limitations on their use. |
| 3. | Compares the relationships between music and ritual practices, *dhikr* (remembrance), *sama* (spiritual listening/ceremonial dance), and social participation across various Sufi orders. |
| 4. | Analyzes selected repertoire examples in terms of text, performance, and ritual function. |
| 5. | Evaluates the roles of *tekkes* (dervish lodges) in music education and transmission, within the context of their relationships with other musical circles. |
| 6. | Prepares and presents source-based research on a specific dervish lodge (tekke), performer, repertoire, or transmission network. |
| 1. | Essential introductory reading: The scope of *tekke* (dervish lodge) music, its relationship with *dhikr* (remembrance/liturgical chanting), and its various performance traditions. (islamansiklopedisi.org.tr) *Meşk* (traditional apprenticeship-based instruction): the master-student relationship, the role of memory, the development of style, and the transmission of repertoire. This covers more than just *tekke* circles; it explores the educational and transmission-based aspects of the tradition. (Yapı Kredi Yayınları) An examination of the *tekke* repertoire, musical forms, and notated examples, along with an assessment of the relationship between mosque music and *tekke* music. (Kitapyurdu.com) *Semâ* (the dervish turning ceremony): religious perspectives on music and Sufi approaches. Previous editions were published under the title *İslâm Açısından Musiki ve Semâ* (Music and Semâ from an Islamic Perspective); please refer to the title of the specific edition being consulted. (dergah.com.tr) A historical framework for situating *tekke* circles within the broader context of Ottoman musical life, including other institutions and performance settings. (dergah.com.tr) A resource for historical research focusing on religious repertoire, lyrical texts (*güfte*), and the musicians themselves. (ataturkansiklopedisi.gov.tr) Supplementary reading exploring the connections between musical instruments, dervish culture, visual representation, and symbolism. (dergipark.org.tr) |
| Type of Assessment | Count | Percent |
|---|---|---|
| Attending Lectures | 1 | %5 |
| Quiz | 1 | %5 |
| Midterm Examination | 1 | %30 |
| Final Examination | 1 | %60 |
| Activities | Count | Preparation | Time | Total Work Load (hours) |
|---|---|---|---|---|
| Lecture - Theory | 14 | 5 | 0 | 70 |
| Assignment | 14 | 2 | 0 | 28 |
| Midterm Examination | 1 | 14 | 0 | 14 |
| Final Examination | 1 | 14 | 0 | 14 |
| TOTAL WORKLOAD (hours) | 126 | |||
PÇ-1 | PÇ-2 | PÇ-3 | PÇ-4 | PÇ-5 | PÇ-6 | |
OÇ-1 | 5 | 4 | 4 | 4 | 4 | 5 |
OÇ-2 | 4 | 4 | 4 | 4 | 4 | 4 |
OÇ-3 | 4 | 5 | 4 | 4 | 4 | 4 |
OÇ-4 | 3 | 5 | 4 | 4 | 4 | 4 |
OÇ-5 | 4 | 4 | 4 | 4 | 4 | 4 |
OÇ-6 | 4 | 5 | 4 | 5 | 5 | 4 |