The aim of this research is to examine the western music theory and practice course and the harmony and accompaniment course in the music teaching program in terms of constructivist learning environments. In the research, scanning model, which is one of the descriptive research methods based on quantitative data, was used. The universe of the research consists of students who take western music theory and practice course and harmony and accompaniment course in music teaching programs affiliated to universities in Turkey in the 2021-2022 academic year. The sample consisted of 1st grade students who took the western music theory and practice course and 204 students from 24 universities that could be reached and returned within the scope of the research, and 2, 3 and 4 students who took both western music theory and practice and harmony and accompaniment courses and 376 students. It consists of 580 music teaching department students, including the first grade. As a data collection tool in the research, the Constructivist Learning Environments Evaluation Scale developed by Arkün and Aşkar (2010) was used. Frequency (f) and percentage (%) analysis, Mann-Whitney U test and Kruskal-Wallis H test were used to analyze the data. It was found that the students' total scores on the items in the Western music theory and practice course were high, and the students' total scores on the items in the harmony and accompaniment course were still high. In line with the students' views on the constructivist learning approach (according to the data obtained from the scale items), significant results were obtained in terms, age and grade level variables.
Keywords: constructivist learning, learning environments, western music theory and practice, harmony and accompaniment