Zoltán Kodály gives a hand to secondary school students in recorder performance and attitudes toward music in Turkey

Abstract

Kodály-inspired pedagogy enables students to participate effectively in a music course by engaging in active musical interactions with folk songs and melodies. The purpose of this study was to explore the effects of Kodály-inspired pedagogy on recorder performance and attitudes toward music of secondary school students. A quasi-experimental design was used in the study. The experimental group was taught using Kodály-inspired pedagogy and the control group using the general music teaching methods for 9 weeks. A two-way mixed-design analysis of variance (ANOVA) and content analysis were used to analyze the data. A Recorder Performance Grading Key, music course attitude scale, and open-ended questions were used to collect the data. Consequently, the findings indicated that Kodály-inspired pedagogy had a significant effect on the students’ recorder performance but the researchers could not find a significant effect on students’ attitudes toward the music course. Moreover, students in the experimental group reported improvement in their recorder performance and attitudes toward music education. The researchers recommended including information about the implementation of Kodály-inspired pedagogy in music teacher textbooks, providing in-service training for teachers to enable them to use Kodály-inspired pedagogy.

Principles of using the Kodály method in Chinese music education: synthesis of traditional educational elements of Chinese musical culture and Zoltan Kodály’s music teaching approaches / Principios de la aplicación del método Kodály en la educación musical china: síntesis de elementos educativos tradicionales de la cultura musical china y el enfoque pedagógico de las enseñanzas musicales de Zoltan Kodály

“…When it comes to the effectiveness of music education methods, researchers focus on the exceptional role of singing (Sepp et al, 2015). This approach, proposed by Kodály, promotes students' proactive interaction with folk music heritage and influences learner motivation (Gülle et al, 2021;Türkmen & Göncü, 2018). The research outcomes confirm these findings about the influence of Kodály's methodology on the motivational and creative components of learning, which, in turn, contributes to the students' academic achievements.…”

“…Por lo que respecta a la eficacia de los métodos de educación musical, los investigadores se centran en la contribución excepcional del canto (Sepp et al, 2015). Este enfoque, propuesto por Kodály, promueve la interacción proactiva de los estudiantes con el patrimonio musical popular y fomenta su motivación (Gülle et al, 2021;Türkmen & Göncü, 2018). Los resultados de esta investigación corroboran estos aspectos sobre la influencia de la metodología Kodály en los componentes motivacionales y creativos del aprendizaje que, a su vez, contribuyen al rendimiento académico de los estudiantes.…”

“…Although Kodály's method is suitable for use in a multicultural environment, it involves traditional folk songs, so the ethnic aspect can influence the experiment's outcomes. The study did not consider the racial, ethnic and gender aspects, although existing studies discuss differences in music education (measured according to Kodály's method) attributed to the gender-related traits of students (Gülle et al, 2021). This claim is expected to be tested.…”

“…Aunque el método Kodály es apropiado para su aplicación en entornos multiculturales, incorpora el uso de canciones tradicionales, de modo que el aspecto étnico podría influir en los resultados del experimento. El estudio no tuvo en cuenta aspectos raciales, étnicos o de género, aunque en estudios existentes se discuten diferencias en la educación musical (medida según el método Kodály) atribuibles a aspectos relacionados con el género de los participantes (Gülle et al, 2021). Se prevé que se corroboren dichos resultados.…”