Kodály in the Orchestra Classroom
Can a teaching approach designed for singers work for string players? Janet explores how to adapt the Kodály method—known for its emphasis on ear training and musical literacy—for the unique challenges of the orchestra classroom.
Episode Overview
The Kodály approach has transformed choral and general music education for decades, but can its principles translate to string teaching? Janet digs into the philosophy behind Kodály's methods and demonstrates how orchestra teachers can harness these powerful techniques.
What You'll Learn
- The core principles of Kodály pedagogy and why they matter
- Practical adaptations for string instrument instruction
- How to build stronger ear training into your orchestra curriculum
- Solfège and rhythm syllables in the context of string playing
Key Takeaways
The best teaching methods aren't locked to specific instruments—they're grounded in how humans learn music. By understanding the principles behind Kodály's approach, orchestra teachers can unlock new pathways to musical literacy for their students.
Show Notes
- The Chrome extension Transpose is great for transposing online audio/video recordings into a key that works for your students' repertoire. This is helpful for adding to Kodaly-recommended listening libraries or play-along tracks in class.
- I mention Chapter 9 in The Child as Musician - a Handbook of Musical Development when discussing the idea of musical "button pushers." Find the book here.
- Sight Reading Factory is a great online teaching tool for your students, as it generates sight reading examples based on criteria of your choosing. But you can also use it yourself if you want to improve your own solfege/sight-singing skills!
- Find the Conversational Solfege level 1 teacher guide here.
References
Benedict, C. (2010). Methods and approaches. In H. F. Abeles & L.A. Custodero, (Eds.), Critical issues in music education: Contemporary theory and practice. Oxford University Press, (pp. 194-214).
Burnsed, V., & Fiocca, P. (1990). Bringing general music techniques to the instrumental class. Music Educators Journal, 76(6), 45. doi.org/10.2307/3400967
Howard, P. M. (1996). Kodaly strategies for instrumental teachers. Music Educators Journal, 82(5), 27. doi.org/10.2307/3398929
Lane, A. M. (2006). A comparison of two methods for elementary music teachers. Canadian Music Educator/Musicien Educateur Au Canada, 48(1), 39-43.
Mills, J., & McPheson, G. E. (2016). Musical literacy: Reading traditional clef notation. In G. E. McPherson (Ed.), The child as musician: A handbook of musical development (2nd ed. pp. 81-101). New York: Oxford University Press.
Thibeault, M. D. (2018). Learning with sound recordings: A history of Suzuki's mediated pedagogy. Journal of Research in Music Education, 66(1), 6-30. doi.org/10.1177/0022429418756879