Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.657607
Title: An investigation into the interaction between cognitive processing and learning with specific reference to the potential beneficial effects of Kodaly based music instruction
Author: Blackford, Elizabeth C.
ISNI:       0000 0004 5351 5286
Awarding Body: University of Reading
Current Institution: University of Reading
Date of Award: 2014
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Abstract:
This thesis explores the Kodaly approach to music education. The study was motivated by an interest in exploring what is meant by the Kodaly philosophy of music education in the 21st century and whether it is a good approach for adopting in the school curriculum. The researcher's professional interests and expertise led her to investigate how the Kodaly philosophy of music education has been adapted from its roots in Hungary in the twentieth century to present day Hungary and by music teachers in the UK working in a variety of teaching settings. Questionnaires and case studies were used to explore these issues. The thesis also investigated whether a Kodaly approach to music education is an enjoyable one. Issues of motivation and attitudes to music lessons were explored in a case study carried out in Hungary and interviews with present and past pupils in a boys' school in the UK. Finally the thesis explored whether claims made for possible transfer effects of Kodaly training to other cognitive abilities could be substantiated. Results showed that Kodaly's philosophy was adhered to in a comprehensive way, but with some modifications in present day Hungary. His approach was still highly valued by the Hungarian trained music teachers. In the UK it was found that KodaJy teachers did not have the same music specialist background as in Hungary and the amount of time devoted to music teaching in Primary schools was much less. Responses from UK teachers about their approach led to a suggestion that it is more appropriate for teachers to say they take a Kodaly-based approach since there was considerable deviation from the programmes proposed originally by Kodaly. The results of the longitudinal study showed that length in Kodaly-based music classes did not result in any significant benefits to other areas of learning. However, a Kodaly approach to music instruction had benefits to acquisition of musical skills per se. Results also showed that pupils were highly motivated during Kodaly music classes and that they demonstrated positive attitudes to their music lessons.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.657607  DOI: Not available
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