Kodadaly Approach Essay

Children love music! They enjoy singing, clapping along the rhythm, or even humming to a song that they do not even know the lyrics. Most of the early year’s curriculum incorporates music and movement experiences into their weekly schedule. The benefits for children are just beyond remarkable. One of the approaches that engage children to learn music in a fun and interesting way is the Kodaly Approach that aims to develop the children holistically. Below are some discussion that states the importance of learning music and also the benefits of implementing the Kodaly Approach.

Kodaly Approach is based on teaching, learning and also understanding music (Rowsell 2003). It gives children direct approach to the world of music in a flexible and
Kodaly Approach accepts each and every child. Just as the approach has stated, music should belong to everyone (Rowsell 2003). Thus, this brought a change to all the children, even the ones who are seen as special or unaccepted by others. A very good way of explaining the effects is based on the case study that was carried out in a high school in Brisbane, Australia (Cuskelly 2011). The students in the program who participated in the Kodaly Approach are refugees and immigrants whom do not speak fluent English. The introduction of this approach was such a beneficial experience to them. In the program, the children were given a chance to learn English language through social interactions while participating in the music lessons and learning about different culture (Cuskelly 2011). Soon, the children were more confident and more positive social interactions were seen. This has indirectly influenced the teachers as well. The children were also aware of the changes and they enjoyed it. In the case study, one of the children even said, “the lesson helped them to know each other better” (Cuskelly 2011). Not to forget, the children also shared their learning with their parents at home. This way, the parents are learning too. One great example from the case study is when a refugee student went home to teach English songs to her
Just as Kodaly Approach has supported, everyone can learn music and feel valued despite their background (Westley 2011). Thus, lessons in the approach are based on children’s individual cultural background and this is a plus point for everyone to feel accepted and valued. The Diamond Model also provides guidance to practitioners and parents to communicate with children and understand how to meet their needs using the Kodaly Approach. Kodaly Approach also exclaimed that music is a socializing agent. (Westley 2011). Despite the language or other differences among the children and adults, when they are learning music, they all come together and this is a great way of socializing. Another theory that supports this is the Multiple Intelligence Theory that states children with strong musical intelligence can use music to communicate (Gordon & Browne 2011). A great example is how children with strong musical intelligence can use songs to express their thoughts to others. In addition to that, EYFS also states that creativity occurs when children expressed themselves through music and this helps them to communicate their feelings (EYFS 2011). Lastly, just as what Kodaly Approach has stated, music makes children feel good! (Rowsell