Kodály's advocacy for music education rested on the philosophy of "universal musical humanism"—the idea that each person has musical ability that ought to be cultivated in order to benefit humanity. Kodály advocated for developing independent musical thinkers, believing that “music is an indispensable part of universal human knowledge” and that music education could open minds to cultural riches and the deepest reaches of the human spirit.
Kodály-inspired pedagogy is a comprehensive program that develops the ability to understand what is heard, and then transfers that learning to reading, writing, improvisation, and composition. Kodály-based methodological sequences are derived from selected musical literature that includes folk music and the music of the masters. Rhythmic, melodic, and metric elements are extracted from the literature, arranged from simple to complex, and then prepared, presented, and practiced via techniques which are at once substantial and joyous.
Image: Kodály and his students' children at a garden party. June 1935
Most music educators agree that starting music education in early childhood, in developmentally-appropriate small-group classes, is more effective and more enjoyable for the child than private voice lessons, which are not recommended before puberty. CCM students learn easily and effortlessly, in a supportive and playful environment, in partnership with their peers.
Scientists and educators recognize that music strengthens many essential areas of a child's development, such as physical coordination, timing, memory, visual, aural, analytical and language skills. As distinguished psychologist and researcher Frances Rauscher of University of California–Irvine and the University of Wisconsin notes, music appears to strengthen the links between brain neurons and build new spatial reasoning, improving a child’s spatial intelligence.
Studies also show that music dramatically improves the type of intelligence needed for high–level math, science and reasoning. In 2018 a large-scale longitudinal study by a team of Dutch researchers demonstrated that adding music lessons to the school curriculum had a significant impact on cognition. Said Dr. Artur Jaschke, from VU University of Amsterdam, “Children who received music lessons showed improved language-based reasoning and the ability to plan, organize and complete tasks, as well as improved academic achievement."
Harvard Medical School neurologist and psychiatrist David Silbersweig explains that music activates and connects many different regions of the brain, requiring them to work together in order to experience a musical composition. The temporal lobe that interprets tone and pitch, the cerebellum which responds to rhythm, timing, and movement, the amygdala and hippocampus which bear some responsibility for emotion and memory, and even parts of the brain’s reward system, are all involved in the experience of listening to and producing music.
In conclusion, music education, experienced in a supportive, enjoyable environment, benefits the whole child, academically, socially, creatively and emotionally. “In early childhood ... [music] seems to improve spatial reasoning, one aspect of general intelligence which is related to some of the skills required in mathematics. While general attainment is clearly affected by literacy and numeracy skills, motivation which depends on self-esteem, self-efficacy and aspirations is also important in the amount of effort given to studying. Engagement with music can enhance self-perceptions but only if it provides positive learning experiences which are rewarding. This means that musical experiences need to be enjoyable providing challenges which are also attainable. Teaching needs to generate an environment which is supportive and sufficiently flexible to facilitate the development of creativity and self-expression. Group music making is also beneficial to the development of social skills and can contribute to health and well-being throughout the lifespan and can therefore contribute to community cohesion providing benefits to society as a whole.”
_____
The power of music: its impact on the intellectual, social and personal development of children and young people. Hallam, Susan. International Journal of Music Education, August 2010 vol. 28 no. 3 269-289.
"*" indicates required fields
Or reach us by phone at (410) 494-1480
