In utilization of gains of constructivism based education programs used in formal basic music education processes questions surrounding these events are also very important as much as events. The purpose of this research is to put forward importance of formation of questions, asking question, being asked question etc. activities and level of such questions in constructivist music education (low cognitive level, high cognitive level). The research is a descriptive study and 'General Scan' method is used among documentary screening. At the end of research; it has been found that thinking activity preparing ground for construction of information becomes active with the questions, teachers are required to keep course process progressing with events alive with questions but creation of question and asking question events should be carried out especially by students. Though playing an instrument in music education, singing a song or doing an activity aimed at musical learning reflect 'learning by doing', 'activity-based' learning or 'practical learning' concepts such learning alone cannot guarantee performance of learning. Deeper approach such as inquiry for learning, collaboration groups and problem-solving should be used in combination. It is concluded it should be known by teachers that instead of such questions with answers of 'yes' or 'no' questions should be high cognitive level questions as defined in application, analysis, synthesis and evaluation steps in Bloom's cognitive area taxonomy and “question asking based,” “questioning based” and “question-answer based” approaches are different from each other. Also some selected questions were created for some gains selected within primary education music education program within our study in parallel to Bloom's cognitive domain taxonomy.
Keywords: Music Education, Constructivism, Questioning