Restricted accessResearch articleFirst published online 2022-03
Effectiveness of the Orff and Kodaly methods for the development of musical ability in preschool children compared to a standard curriculum ( La eficacia de los métodos Orff y Kodaly para el desarrollo de las habilidades musicales en los niños preescolares en comparación con el currículum estándar )
The purpose of the study is to examine the level of the development of musical abilities of children studying music based on the ideas of Orff and Kodaly compared to a standard curriculum. In order to examine the level of musical ability before and after the experiment, the Primary Measures of Music Audiation (PMMA) method was used. Based on the t-test, it was determined that there was no statistically significant difference between the pre- and post-test results of the groups. In the experimental group, the percentage of children with a high level of musical ability in the post-test increased by 5.1% (p = .047). As a result of the study, it was determined that learning based on the Orff and Kodaly methods contributes to the development of rhythm. The difference between the pre- and post-test indicators in the experimental group has a positive trend and is statistically significant (p = .041). The results have also confirmed the importance of developing musical abilities within the music education programme.
Get full access to this article
View all access options for this article.
References
1.
AngeliM. M. (2020). Music education transformation: How Orff, Kodaly, and Suzuki promote academic success[Unpublished masters theses]. Liberty University, School of Music.
BurnardP. (2012). Musical creativities in practice. Oxford University Press.
4.
ChandlerM. D. (2018). Improvisation in elementary general music: A review of the literature. Update: Applications of Research in Music Education, 37(1), 42–48. https://doi.org/10.1177/2F8755123318763002
5.
ChaoZ.KarinK. (2019). Erhu pedagogy in selected universities in Gui Zhou Province in China[Unpublished doctoral dissertation]. Mahasarakham University.
ChoksyL.AbramsonR. M.GillespieA. E.WoodsD.YorkF. (2001). Teaching music in the twenty-first century. Pearson College Division.
8.
ChristinerM.ReitererS. M. (2018). Early influence of musical abilities and working memory on speech imitation abilities: Study with pre-school children. Brain Sciences, 8(9), 169. https://doi.org/10.3390/brainsci8090169
9.
DegéF.WehrumS.StarkR.SchwarzerG. (2011). The influence of two years of school music training in secondary school on visual and auditory memory. European Journal of Developmental Psychology, 8(5), 608–623. https://doi.org/10.1080/17405629.2011.590668
10.
DunbarL.CooperS. (2020). Speaking the same language: How the Kodály method promotes disciplinary literacy. General Music Today, 34(1), 14–20. https://doi.org/10.1177/1048371320909804
11.
GarićG. B. G. (2017). The influence of the factors of heritage, environment, age and gender on the development of musical abilities of preschool children–theoretical perspective. Teaching Innovations, 30(4), 84–98. https://doi.org/10.5937/inovacije1704084G
12.
GordonE. (1967). The musical aptitude profile. Music Educators Journal, 53(6), 52–54. https://doi.org/10.2307/3390915
13.
GruhnW.HaußmannM.HerbU.MinknerC.RöttgerK.GollhoferA. (2012). The development of motor coordination and musical abilities in pre-school children. Arts Biomechanics, 1(2), 89–103.
14.
HallamS. (2010). The power of music: Its impact on the intellectual, social and personal development of children and young people. International Journal of Music Education, 28(3), 269–289. https://doi.org/10.1177/0255761410370658
15.
HunterB. P. (2019). A multi-case study of Orff Schulwerk teachers’ use of improvisation in the upper elementary school general music classroom[Unpublished doctoral dissertation]. Rutgers University-Mason Gross School of the Arts.
16.
IrelandK.ParkerA.FosterN.PenhuneV. (2018). Rhythm and melody tasks for school-aged children with and without musical training: Age-equivalent scores and reliability. Frontiers in Psychology, 9, 426. https://doi.org/10.3389/fpsyg.2018.00426
17.
JaschkeA. C.EggermontL. H.HoningH.ScherderE. J. (2013). Music education and its effect on intellectual abilities in children: A systematic review. Reviews in the Neurosciences, 24(6), 665–675. https://doi.org/10.1515/revneuro-2013-0023
18.
JohnsonD. (2017). How Orff is your Schulwerk?Musicworks: Journal of the Australian Council of Orff Schulwerk, 22, 9–14.
19.
KoutsoupidouT. (2005). Improvisation in the English primary music classroom: Teachers’ perceptions and practices. Music Education Research, 7(3), 363–381. https://doi.org/10.1080/14613800500324432
20.
MacGloneU. M. (2020). Developing music improvisation workshops for preschool children through action research. Edinburgh College of Art Thesis and Dissertation Collection.
21.
MeteM.DündarM. (2020). The effect of Kodaly method on the musical knowledge and skills of preservice teachers. Elementary Education Online, 19(4), 2053–2073. https://doi.org/10.17051/ilkonline.2020.763316
OrffC. (1931). Movement and music education as a unity. KuglerM. (Ed.), Elemental dance - elemental music: The Munich Günther School 1924–1944. (M. Murray, trans., pp. 146–148). Schott Music Corporation.
24.
Pitt-SmithZ. (2017). Orff-Schulwerk in the urban middle school classroom[Unpublished doctoral dissertation]. San Francisco State University.
25.
SheridanM. M. (2019). The Kodály concept in the United States: Early American adaptations to recent evolutions. Journal of Historical Research in Music Education, 41(1), 55–72. https://doi.org/10.1177/1536600618787481
26.
SpitzE. (2019). From Idea to Institution: The Development and Dissemination of the Orff-Schulwerk from Germany to the United States. Current Musicology, 104. https://doi.org/10.7916/cm.v0i104.5390
27.
StolićJ. (2015). The development of preschool children’s musical abilities through specific types of musical activities. Research in Pedagogy, 5(2), 31–44. https://doi.org/10.17810/2015.14
28.
SunH. (2017). Study on Orff’s music teaching method. In 2017 International Conference on Innovations in Economic Management and Social Science (IEMSS 2017) (pp. 1365–1369). Atlantis Press. https://doi.org/10.2991/iemss-17.2017.251
29.
ThompsonW. F.SchellenbergE. G. (2006). The development of musical abilities. In ColwellR. (Ed.), MENC handbook of musical cognition and development (pp. 124–164). Oxford University Press.
30.
TiszaiL. (2015). Kodály approach in the crossroad of education and therapy. Voices: A World Forum for Music Therapy, 15(2), 1–7. https://doi.org/10.15845/voices.v15i2.804
31.
TrainorL. J.HannonE. E. (2013). Musical development. In DeutschD. (Ed.), The psychology of music (pp. 423–497). Elsevier Academic Press. https://doi.org/10.1016/B978-0-12-381460-9.00011-0
32.
WangA. G. (2006). The practice of artstic education: Music education reform and policy development in mainland China. In Beijing International forum on music education 2006: A dialogue on research and policy development (pp. 6–13).
33.
XiaoB. Y. J. N. (2010). Two sides of one coin: The combination of Orff and Kodály in music teaching. Journal of Xinjiang Education Institute, 2, 19.
34.
YuZ.LeungB. W. (2019). Music teachers and their implementation of the new music curriculum standards in China. International Journal of Music Education, 37(2), 178–197. https://doi.org/10.1177/2F0255761418820647
35.
ZachopoulouE.DerriV.ChatzopoulosD.EllinoudisT. (2003). Application of Orff and Dalcroze activities in preschool children: Do they affect the level of rhythmic ability?The Physical Educator, 60(2), 50–57.
