The Challenges Encountered in the Application of Kodaly Method in Turkey

Abstract

Kodaly is a method used in many countries, particularly in Hungary. The method is based upon the introduction of singing and the applied aspect of music with children at early ages, by which they are ensured with a more qualified and permanent music education.This research focuses on possible actions to be taken in order to increase the quality of music education; as well as the opportunities offered by Kodaly method within this framework. With this in mind, the question "What are the challenges encountered in the application of Kodaly method?" is tried to be answered. The aim of this study is to point out the difficulties in the application of Kodaly Method, which is effectively applied in many countries, in Turkey and provide suggestions regarding its utilization. The study is based on descriptive methods and has been conducted by means of reviewing the relevant literature. Besides, opinions of an instructor using this method for five years have been consulted and several problems have been identified in line with these opinions. The research is considered significant in terms of identifying difficulties in the application of Kodaly Method in Turkey and suggesting solutions to them. It is also believed to shed light upon those who are willing to apply this method. In that sense, this study is believed to serve as a guideline in music education.

'How can I include them?': Teaching pupils with visual impairment in the inclusive music classroom

“…We agree with Türkmen & Göncü (2018) that necessary actions should be taken to improve music education systems and, in this way, the results of this work contribute to shape effective music teaching to ensure the development of the musical capacities of all pupils and their apprenticeship in inclusive educational environments. With this study, we confirm that teachers should have effective teaching resources to be able to work in inclusive music settings with pupils with visual impairments (McDowell, 2010).…”

“…Active music pedagogies, when used with students with visual disabilities, help to interiorize theoretical concepts and to develop harmony, melodic and rhythmic notions (Hermosín, 2019). Therefore, considering that effective music methods are required to improve music education systems (Türkmen & Göncü, 2018), it becomes apparent that the multi-sensory resources found in these well-established music pedagogies need to be considered in music teachers' training. With that in mind, we pose the following question: which multi-sensory resources, drawn from the active music education methods, can a music teacher use in order to include and involve students with visual disabilities inside the music classroom?…”

The Development of Aurilio Games to Facilitate the Ear Training of Early Childhood

“…The Solfeggio method is a musical method developed by Zoltan Kodaly in the form of exercises of hearing ability or musical hearing a sharpness, both rhythmic precision and tone accuracy. The solfeggio method consists of three stages, namely ear training, sight singing, and sight reading [2,3].…”

A zeneoktatásunk kihívásai és nehézségei általános iskolai és gimnáziumi énektanárok nézetei alapján

“…Gönczy (2009) felhívja a figyelmet a Kodály-koncepció részletes, kidolgozott módszertanának, köztük a fogalmi térkép, valamint az idő intervallum meghatározásának hiányaira, amelyek a Kodály-módszer iskolai gyakorlatban történő alkalmazásának nehézségeit vetik fel. Kodály zenepedagógiai koncepcióját − a módszertani kidolgozottságának hiánya ellenére − mind a hazai, mind a nemzetközi szakirodalom Kodály-módszerként említi (Szőnyi, 1971;Türkmen & Göncü, 2018), ezért jelen tanulmányban szintén a Kodály módszer elnevezést kívánjuk alkalmazni.…”