Integrating a Kodaly Music Curriculum into a Developmental Early Childhood Program

摘要

Nye (1975) states that the music teacher in a developmental early childhood program needs to have a u22fundamental understanding of music in order to plan and organize music experiences based on reliable theories of how children think and learnu22 (p.41). The Kodaly approach is based on theories of child development and learning. Its specific sequential organization and developmental presentation of material separates it from other early 110 childhood music programs. The teacher trained in the Kodaly approach has a sound understanding of the musical elements presented in the song material. Both musical analysis and teaching techniques enable the teacher to present concepts and skills in ways that leave no detail to chance. Nye (1975) believes that children learn best in an atmosphere of inquiry where there is a balance between the “teacher structuredu22 and the “child-structuredu22 activities and situations (p.41). The focus of this thesis was to explore a balanced preschool music program that would provide young children with optimal learning experiences. The teacher is at the core of any good educational program. Kodaly (1974), in 1929, recognized the value of a musically well trained teacher when he wrote: The high level, intricate works of a Kindergarten teacher needs several years of study in many fields and a cultured taste. Wherever there is a person like this, she can work wonders with the little ones, even in music. A child will learn anything if there is somebody who knows how to teach him (p.149).