Music education is a process with many aspects of the different elements relate to one another. In this process, it is necessary for an individual taking music education to gain an artistic / aesthetic insight as well as ability to theory and performance-oriented skills. For the reason that music education process has abstract concepts and expressions with instant performance experiences, self-evaluation and process evaluation are important for the students. Because students are generally evaluated by others after their performances and in this sense, one-way process progresses. In this context, music education as a performance-based area can contribute both the learning and performance-oriented evaluation of the students. In this study, investigation of the student’s perception about the atmosphere in the process of music education and their perceptions on education they receive are worth to be researched. In this context, the construct validity of the scale was tested by applying the Classroom Evaluation Atmosphere Scale (İlhan & Çetin, 2014) to all students studying in a music education unit of a university in Turkey. In the research, confirmatory factor analysis was applied within the framework of the descriptive screening model. According to the results of the research, it was seen that the scale was largely confirmed by structural equation modeling. Thus, a measurement tool that can be applied to the field of music education has been gained.

Music, Music Education, Class Athmosphere, Music Performance