INTRODUCTION

The Kodaly concept of music education is not actually a method but it is a complication of pre-existing approaches from music educators (Dalcroze, Curwen, the Galin - Paris - Chevé movement etc.) and for this he induced organized procedure pertaining to ages as child to higher level of musical discipline. This concept has been practiced since 1940 and evolved. The Kodaly concept also covers philosophy caused by the reasons that Kodaly thought

the national culture (Hungarian culture) had to be renewed from long period of German culture. Secondly, concerning the audiences ‘music should belong to everyone because music is the spiritual food for which there is no substitute. There is no complete spiritual life without music. There are regions of human soul, which can be illuminated only through music.’ (Quotation from Kodaly) he stated in order to make everyone having musical literacy through educating music in the schools from the nursery level towards conservatory level to posses trained nation and to become well educated audiences and also educators and professional musicians in the time to come. The remarkable success of the concept came out after Second World War. As a result, it

became international. Its society has been jumping up since 60’s and the music educators have cooperated. In 1975, the institute of music named after Zoltán Kodály was established in his birth place, providing numerous courses for the people from all over the universe.

BODY

There are imperative principles developed by Kodaly supporting his belief that states, “Music belongs to everyone… a spiritual food for which there is no substitute.” According to Kodaly’s Concept of Music Education, music is learned by children through experience. It is not taken into account through intellectual abstractions. Rather, it is absorbed unconsciously which supports the ritual of listening to classical music done by women during their pregnancy. It is practiced through singing, read and written contexts as an individual enters each stage of development.

Another principle states that ages from three to seven years serve as the crucial part of a child’s life wherein the first foundation in the field of music is being developed. Music is a form of culture harnessed at an early age. “The first steps are the same for everyone” (Zoltan Kodaly). Music should begin in the kindergarten.

The voice is the first instrument of a person. It is a vital part of music that determines the musicality of an individual. A person has to imagine the sounds first using the “inner ear” to be able to sing and play the notes properly. It serves as a proof that a sound is well- assimilated by a musician himself. According to Kodaly, “a child who plays an instrument before he sings may remain unmusical for a lifetime.” A musician like a pianist or a rondalla player will not understand the essence of music without experiencing the notes themselves through their personal instrument—the voice.

The relative sol-fa represents the relative pitch which is evident and memorable, explaining how the sounds move from one key to another, the difference between pitches and transposition. It is also important for the students to learn the use of hand signs which also serve as visual aid to learning of relative sol-fa, establishing connection between the sol-fa sounds and the written notations and practicing this result in the development of the vocal chords’ reflex actions.

Kodaly also gives importance to the learning of musical notations for its students. Methodically, it first introduces sol-fa or stick notation and before teaching a fixed pitch, it utilizes the movable-do system of solfège or the placement of the do position to seven other possible places in the staff and then reading G and F clefs and finally, the C clef.

Kodaly’s principle also aims to achieve good musical quality by starting at the very root; with using the student’s mother language before the introduction of another musical language. As Zoltan Kodaly has stated, “folksong is the school of good taste” where the students, at an early age, learns to know what is good and avoid what is bad. Also using pentatonic music in the early stages, making the acquisition of tonal orientation easier and since tunes with the absence of any semitones are easier to sing correctly. The very roots of the common music heritage are also established in pentatony and therefore, it helps in establishing a better insight into modal music and a better understanding of music history.

The Kodaly method is highly structured and sequenced, with well-defined skill and concept hierarchies in every element of music. Theses sequences are drawn from and very much related to child development, the way in which young children grow naturally in music. (Choksy, Abramson, Gillespie, Woods, & York, 2001)

This instruction was set to reflect the way how children would learn and progress naturally. Just as one learns to speak before being able to read and write, the sound should be taught first before the symbols. Once the child is introduced to these kinds of sounds, his or her inner ear will be able to recall the sounds when they are presented later as symbols. Kodaly believes that musical skills should be carefully sequenced into patterns that reflect the development of a child. In the beginning of this sequence, a repertoire of folk songs is taught to the students since folk songs are an essential part of early training and are used to improve their learning skills.

Kodaly's musical training involves active music-making. Musical learning evolves from a variety of experiences including singing games and dances, folk songs and art songs; singing songs in unison, round, canons; singing themes from great instrumental music and listening and moving to music. All of these are large amounts from which musical concepts are drawn and through which musical skills are practiced. (Choksy et al., 2001)

CONCLUSION

Learning music is a step-by step process. You must begin at its very roots and at the most rudimentary knowledge about music to appreciate and understand its real essence.

The concept of Kodàly in Music Education paved way in making this possible for beginners, particularly for children. In this concept, the first instrument is the voice, because through singing, you will be able to listen to your ‘inner ear’ therefore, you have the ability to take in the sounds and completely comprehend it. It also involves sol-fa syllables together with the different hand signs, which develops a person’s reflexes while singing different melodies. Intonation and rhythm are also considered important in this method in the sense that having good intonation is important in maintaining tonality, and rhythm develops one’s sense of phrasing and rhythmic continuity. It also includes exercises involving partnerships or groups to develop one’s harmonic hearing. It is also one way of evaluating one’s ability.

Kodàly Method proved that there is only need for simple things such as patience, determination and starting off at the right track in learning music. As Kodàly himself has said, “music is for everybody.”