The Application of the Kodály Teaching Method in Chinese Primary School Music Classes
Journal: Arts Studies and Criticism DOI: 10.32629/asc.v6i6.4738
Abstract
Aim: This study aims to investigate the current implementation and localization effects of the Kodály teaching method in Chinese primary school music classrooms. Research Design: Adopting a qualitative research design, the study conducted in-depth interviews and thematic analysis with four music teachers from Shanxi Province who possess professional musical backgrounds. The research systematically explores the practical impact of this method on daily lesson planning, students' creative output, and classroom interaction. Results: The findings indicate that the Kodály method — through its emphasis on hand signs, rhythmic training, and multi-sensory engagement — significantly enhances students’ pitch accuracy, teamwork, and overall interest in music. Although challenges such as memorization difficulties among younger students and asynchrony between gestures and pitch were identified during implementation, educators successfully localized the approach by integrating multimedia aids and adapting traditional Chinese folk songs. This study fills a research gap regarding the application of the Kodály method in rural Chinese primary schools, confirms its practical value in improving music education quality, and provides essential references for future curriculum optimization and teacher professional development.
Keywords
Kodály teaching Method, Chinese primary schools, Music education
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[3] Chosky, L. (1999). The Kodaly method I: comprehensive music education.
[4] Fritz, N. (2015). Improving music literacy skills through the Kodály concept and
Lutheran hymnody. Silver Lake College.
[5] Dobszay, L. (1972). The Kodály Method and Its Musical Basis. Studia Musicologica. Academiae Scientiarum Hungarica, 14(1/4), 15–33. https://doi.org/10.2307/901863
[6] GAULT, B. M. (2016). Kodály-Inspired Teaching. Teaching general music:
Approaches, issues, and viewpoints.
[7] Mahmudova Nigora Hikmatovna. (2023). Goals and Tasks of Education. American. Journal of Public Diplomacy and International Studies (2993-2157), 1(9), 360–362. Retrieved from http://grnjournal.us/index.php/AJPDIS/article/view/1567
[8] Göğüş, G. (2009). Müzik öğretimi ve yöntemleri. Bursa: Star Ajans Matbaacılık.
[9] Houlahan, M., & Tacka, P. (2015). Kodály today: A cognitive approach to. elementary music education. Oxford University Press.
[10] Liu, Y. (2023). Revitalizing Music Education for New Generations: Navigating the. Path of Popular Music Pedagogy Through Comparative Analysis of Dalcroze, Orff, and Kodály Methodologies and Their Implications. Educational Administration: Theory and Practice, 29(4). https://doi.org/10.52152/kuey.v29i4.961
[11] Landis, B., & Carder, P. (1972). The eclectic curriculum in American music. education: Contributions of Dalcroze, Kodaly, and Orff. (No Title).
[12] Wang & Tie (2023) The Cultivation of Inner Hearing in the Kodály Teaching. Method: A case study of Taking Musical Instrument Teaching in Primary School Classrooms. Musical Instruments (09), 48-51.
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