A Comparative Study of a Kodaly-Based Developmental Music Program and a Traditional Public School Music Program at the Kindergarten Level.

A 9-month longitudinal study of two kindergarten classes compared two types of music instruction: a Kodaly-based developmental music program and a traditional public school music program. The class taught through the Kodaly method received instruction that emphasized the development of rhythmic and melodic perception through visual, aural, and kinesthetic means. Traditional instruction did not include any consistent concern for perceptual or conceptual development. Findings indicated that both groups made significant gains in the areas of pitch and rhythmic discrimination. There was no significant difference between groups for tonal or rhythmic measures. However, data revealed that pupils from the Kodaly class could pitch-match and echo-clap better than students in the traditional class. Qualitative data revealed a rich contrast between the classes in philosophies, teaching styles, and teacher-pupil interactions. Both teachers fostered the development of aesthetic musical experience and instilled a love of music in the children. Findings suggest that further research combining quantitative and ethnographic methods is needed to learn more about the effects of teaching styles on rhythmic and melodic discrimination. A total of 62 references are cited. Related materials and correlation matrices are appended. (RH)