Music for most children is a joyful, captivating, and festive experience. And music is also a medium. It helps children to discover themselves, develop coordination, and establish contact with significant adults (parents, grandparents) and other children. Music gives freedom: you can sing, wiggle your legs and arms, and relax. Children love to sing the same tunes: through repetition, the foundations of language and mathematics are laid. No one disputes that music is beautiful and develops a child. But views on how to teach children music differ.
ZoltĂĄn KodĂĄly: learning through circle dances.
Hungarian composer, educator, and folklorist ZoltĂĄn KodĂĄly (1882 â 1967) became interested in children’s musical education after hearing mediocre performances of songs by Hungarian schoolchildren. He concluded that music should be taught in early childhood, through songs and actions, while children are engaged in play.
“If a strong foundation is not laid in the early years, children cannot reach their potential,” believed the Hungarian genius.
With a series of publications, KodĂĄly actively set about reforming music education in Hungary. He wrote several compositions and released a collection of folk songs.
From the composer’s point of view, the voice is our most important musical instrument, given by nature. Through singing, children learn about their culture, language, and musical traditions.
In 1958, the first elementary school with a musical focus opened in Vienna: classes were held every day. By 1973, KodĂĄly’s method was known worldwide. Hundreds of teachers from around the world came to Hungary to see firsthand how ZoltĂĄn introduced children to the “universal language of humanity.”
From simple to complex
At the heart of KodĂĄly’s approach is the idea of progressive musical development: from simple to complex. Musical education should begin with “foundations”: singing, listening, dancing, rhythm. When the foundation is laid, musical notation can be mastered. Games, movement songs, walking, clapping, and circle dances are an integral part of KodĂĄly’s approach. Children learn through their bodies: the simpler and shorter the song, the easier it is for children to learn the movements. Movements are simply necessary for internalising rhythm.
Only quality music specially written for children and folk compositions are used in teaching.
Numerous studies confirm that the KodĂĄly method, which has been applied in various countries for over 30 years, develops a sense of rhythm, and lays the foundations of musical literacy, reading, and counting skills.
Here are some of KodĂĄly’s tips for early childhood educators on singing with children under five:
- Sing without accompaniment.
- Choose short songs with movements.
- Repeat songs – children love repetition.
- Change the tempo.
- Always praise the children.
- Learn thirty songs: you must know the words very well, as your confidence is transmitted to the children.
Want to learn the first 10 songs? Follow the link to my playlist
