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03
JUN

Teaching Methods: The Kodaly Method

This weeks article is on: Teaching Methods (Part One of Three)The Kodaly
Method
by: MusicSta.com Teacher Lounge Editor, Deborah Jeter
Have you been looking for a method to focus on your students singing voice?
If the answer to the question above is yes, then the Kodaly Method is for you.
Zoltan Kodaly developed a way of educating young children through the singing
of the native mother tongue folk songs. Doesnt sound too dierent with just that
being said, but the dierences lie within the internal workings. The Kodaly
Method uses a sequence for teaching music, that is child developmental. More on
that later.
Right now allow me to introduce you to Zoltan Kodaly.

Kodaly (born on December 16, 1882, in Kecskemt, Hungary and died, March 6,
1967, in Budapest), was a prominent composer and authority on Hungarian folk
music. He was also important as an educator, not only of composers but also of
teachers and, through his students, contributed heavily to the spread of musical
education in Hungary. He was a chorister in his youth at Nagyszombat (now
Trnava), Czech., where he wrote his rst compositions. In 1902, he studied
composition in Budapest. He toured his country in his rst quest for folksong sources in the year before his graduation from Budapest University with a

Cate

thesis (1906) on the structure of Hungarian folk song. After studying for a short
time in Paris with the composer-organist Charles Widor, he became teacher of
theory and composition at the Budapest Academy of Music (1907-41).
First o, let me say that in order to give a complete overview of the Kodaly
Method would take more than just this article to accomplish. I hope to give you
enough information on the advantages of using the Kodaly Method for teaching
music, so that you will continue your learning through the resource books that I
listed at the bottom of this article. Here are some of the key elements used in the
Kodaly method.

Hand signals are used to show tonal relationships.

Hand signs are used in order for the singer to visualize what the note or tone is
doing. Is it going up? Is it going down? You see, when we play instruments, it is
quite evident what pitches we are playing because we can see what our ngers
are doing. We have this advantage because the instrument is outside of out body.
However, with the singer, the instrument is inside. So, the use of hand signs, as
shown below, can be very advantageous, especially to the beginner. NOTE:
These hand signs were not invented by Kodaly, but rather incorporated by him
because of the validity of their use.

The moveable do is practiced.

The moveable do system is utilized through the use of the do clef. The do clef
is simply a sign that is placed whereever the tonic of each scale is. In other words,
the beginning student need not be concerned that g is the starting pitch in G
Major, until they are ready to have that information. It keeps things simpler for
the beginner. G in G Major would simply be called do. Using a xed do system
is always called middle C, do.

The musical material emphasized is the mother-tongue

folksong.
The mother tongue songs are the songs that are concentrated rst. Mother
tongue meaning, the childs native music or the music (folk songs) of his or her
country.
The Kodaly Method breaks down the learning of music into a series of concepts
(or components); Then applies a sequential learning process to each one. This
sequential learning process follows the natural developmental pattern used in
learning a language, which is, aural, written, and then read.
1. Aural oral kinesthetic
2. Written pictoral abstract
3. Read recognized
The First Concept:

Steady beat is the rst concept taught in level one. Notice that I say level and
not grade. Kodaly is a concept that is non-graded. This makes the teaching of the
most fundamental concepts applicable even to beginners of music education in
highschool and beyond. The sequence of the concepts stay the same, but the
material used to teach these concepts are age appropriate and left up to the
discretion of the teacher.
A great deal of emphasis is placed on using the pentatonic scale in the beginning.
One of the great advantages of using the pentatonic scale is that the notes
represent all of the intervals that are needed in singing in an extended range as
the voice develops but will not put unnecessary strain on the inexperienced
singer. Another wonderful advantage of singing pentatonic songs are because
instruments are easily incorporated for improvisational purposes. Any tone
played in a pentatonic scale will blend (or sound right) with the singers
pentatonic song.

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A great site with a huge

selection of pentatonic songs is
located at: Beths Music Notes
Eventually, from the use of
Kodaly sequencing, the student
will be familiar with all musical
forms of song, such as the aria,
madrigal songs, cantatas,
symphonic and operas.
The Melodic Sequence:
Here is an example of the
melodic sequences for teaching

sightreading.
NOTE: The rst interval taught using the Kodaly Method, is the falling minor third.
(derivative from many childrens songs, such as tattle-tail, and rain, rain, go
away)
This example demonstrates the use of pictures and hand signals which help the
student better understand the overall concept of sight reading.

Solfege or Curwen handsigns are used as a way to visualize the

pitches being sung:

The Kodaly Method was not invented by Kodaly, but is a system of music education
which was evolved in the Hungarian schools under his inspiration and guidance.

The Musical Objectives of Kodaly musical training may be listed as to

develop the ability of all children to:
Sing, play, and move from memory, a large number of traditional folksongs
of the mother tongue.
Perform, listen to, and analyze the great art music of the world.
Achieve mastery of musical skills, such as musical reading and writing,
singing and part-singing.
Improvise and compose, using their known musical vocabulary at each
developmental level.
I have used the Kodaly Concept/Method/Philosophy ever since I was a student
teacher. My cooperating teacher was a Kodaly Master so I had a wonderful start.
Over the last twenty years, I have taught using Kodaly and Or with a mixture of
Dalcroze. In general, my students exhibit a tremendous increase in musicality
when I use Kodalys sequenced applications. I hope you will take the time to
investigate

its possibilities with your own students. You may nd students understanding and
mastering musical concepts more quickly and singing more beautifully than you
ever imagined.
Quote: If there is something to be gained and very little to loose, then by all
means, TRY! W. Clements Stone

Related Internet Links

Zoltn Kodly Wiki Page
Information about Kodly. Includes a list of his compositions, an essay about his impact on
musical education, and links to institutions, organizations, and a bibliography devoted to
Kodly.

Additional Links
Kodaly Institute
American Kodaly Institute
Kodaly Music Institute
Resource Books on Kodaly
Kodaly Today: A Cognitive Approach to Elementary Music Education
the Kodaly Method I: Comprehensive Music Education
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