InDepth Look @ Methodologies

* Major international music education methods

o Dalcroze method
o Kodály method
o Orff Schulwerk
o Suzuki method

o Yamaha method
o O'Connor Method (strings)


1. Kodaly (RCM)
Kodály method develops the ability to read, write, hear, and think musically through singing
-unaccompanied part singing
-ear training
-rhythmic skills
-basic conducting
-folk song analysis
KEY: solfege hand signs, musical shorthand notation (stick notation), and rhythm solmization (verbalization)
Great for: individual lessons, group lessons, music classroom

2. Orff (RCM)
Fosters student literacy and creativity through carefully sequenced musical experiences using songs, games, rhythms, poems, dances, and stories from around the world.
-recorder playing
-choral techniques
-basics of movement education
-percussion with Orff instruments (steps, skips, high vs low)
-Orff philosophy of music education
KEY: encourages improvisation and discourages adult pressures and mechanical drill, fostering student self-discovery
Great for: group lessons, music classroom, no-formal music training

3. Suzuki (RCM)
Based on the principle that all children possess musical ability and that this ability can be developed and enhanced through a nurturing environment.
Great for: strings, group class, music classroom

FOR THE TEACHER: Suzuki repertoire
• The role of the group class in the Suzuki method
• A study of early childhood development
• Research into the parent/teacher/student triangle
• How to create musical motivation in the studio
• How to begin a Suzuki class



4. Dalcroze
Learning and experiencing music through movement
KEY: "rhythmic gymnastics", eurhythmics teaches concepts of rhythm, structure, and musical expression using movement
-Eurhythmics
physical exploration of musical rhythm, melody, harmony, form, etc. This involves locomotion (moving through space) and gesture (while stationary)
relationship between time, space, and energy in music and movement
-Solfège Rhythmique
connects eurhythmic training to ear training.
use of movement, gestures and improvisation to reinforce aural training concepts, with the goal of developing acute inner-hearing (muscular/kinesthetic memory of sound). body-ear relationship allows students to recall, imagine, and audiate musical information away from a sound source. (Dalcroze solfège is based on the fixed-do system)
-Improvisation
flexibility, fluidity, and economy
presentation of a particular musical idea, using all the means at the disposal of a composer, instantaneously. For example: play or sing a theme which contains mixed meter, features a tritone in the melody, and can be sung in canon


5. Yamaha
KEY: emphasis on ear training and developing sense of rhythm
singing words and solfege, keyboard playing, sight singing, sight playing, ensemble work and musical creativity
Great for: group classes, music classroom


* Other notable methods

o Gordon Music Learning Theory: listening with understanding (hearing quality examples)
o World Music Pedagogy: estb. 1960s, curricular models
o Conversational Solfege: 12 step process to teach music literacy, including rhythm and tonal patterns and decoding the patterns using syllables and notation
o Carabo-Cone Method: Sensory-Motor Approach to Music for early-childhood ed. involves using props, costumes, and toys for children to learn basic musical concepts of staff, note duration, and the piano keyboard; explore through touch
o MMCP (Manhattanville Music Curriculum Project '65): freedom to create, perform, improvise, conduct, research, and investigate different facets of music in a spiral curriculum





MORE INFO ----> A New Look at Music Pedagogy