Kodály, Literacy, and the Brain

Abstract

The principles of Hungarian music educator Zoltán Kodály can be particularly useful not only in teaching children how to read music notation but also in creating curiosity and enjoyment for reading music. Many of Kodály’s ideas pertaining to music literacy have been echoed by educators such as Jerome Bruner and Edwin Gordon, as well as current brain researchers. Specifically, Kodály’s emphasis on sound before sight, going from known to unknown, use of moveable do solfège, use of various learning modes, and the importance of providing adequate preparation of pitch concepts can all be useful in our approach to preparing students to read pitch on the music staff. Various vertical as well as vertical/horizontal “pre-staff” activities, including melodic contour, body signs, visual icons, and the solfa tone ladder help to build children’s understanding of pitch placement and create curiosity for seeing how familiar sounds will look on the staff.