Search

This study examines the effectiveness of the Kodály teaching method in enhancing students’ sight singing and ear training abilities. The experimental design involves a controlled intervention study with high school music students randomly assigned to either a Kodály-inspired instruction group or a control group receiving conventional music education methods. Results indicate that the Kodály teaching method positively impacts pitch recognition, melody interpretation, and rhythm comprehension. The study contributes valuable insights to the field of music education and highlights the importance of a holistic approach to music learning. Implications for future research and practical applications are discussed.

This research investigates the promotion and instruction of Chinese Traditional music in Liaocheng Peiwen School of Peking University. The first author, an alum with a decade of pedagogical experience, examined the challenges faced by private schools in providing tailored regulatory frameworks for Chinese Traditional music education. We share practical experience, drawing on the successful establishment of the school-based course "Chinese Folk Music and Geography." As the course is offered each year during the geography exam for students in their second year of junior high school, singing folk songs while learning geography enables students to explore China's beautiful landscapes while broadening their horizons. Students can understand the connection between folk music and geography, assisting their preparation for the exam.