The aim of the present study was to investigate the extramusical effects of a music education program in one preschool classroom over a period of six weeks. The class had not previously been exposed to regular music lessons. Readily available teaching resources containing sound recordings were used. Analysis revealed six themes that addressed the extramusical effect of music lessons: 1) involvement in music activities allowed children to release energy; 2) engagement in music-movement activities developed motor skills in children; 3) a variety of music activities promoted opportunities for student socialisation; 4) music activities provided opportunities for children to express themselves; 5) music contributed to sociodramatic play; and 6) music listening activities focused children's listening skills.
By returning to the spirit ofZoltdn Koddlys philosophy, teachers ofKodaly-based music programs can apply his concepts in ways more accessible to today's students. n this article, I would like to discuss some of my experiences with Kodaly-based music programs in elementary schools and how these experiences have possible ramifications for the way Kodaly-based music education is taught in the new millennium. My observations have emerged from a study in which I examined the nature of my experience as a general classroom music teacher; that is, I researched my own teaching, drawing on the multiple perspectives of other teachers I had worked with to clarify the nature of my teaching. Although I have worked in an Australian context, the issues from my own teaching experience have implications for teachers of music in other countries who have taught Kodaly-based music programs.Kodaly-based music programs are used in many elementary schools throughout the world. In Queensland, the state of Australia where I have done most of my teaching, "Kodily" is used in many elementary schools where regular week-to-week music lessons are part of the curriculum. Many preservice teachers learn music and music education the "Kodaly" way, and teacher in-service in music education is often Kodaly-oriented (it Peter deVries is a lecturer in music education at
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