Abstract:
In this research I compare Kodály music methodology with Waldorf music education in its current state in the Netherlands. As methodology I interviewed key figures in Waldorf music education and studied literature of Waldorf and Kodály music curriculum and educational theories on ownership and child centred learning.
As result of this research I present which aspects of Kodály music methodology can give children at Waldorf primary schools more ownership in music.
Children at Waldorf schools sing a lot during schooldays; for joy, release, socialization and celebration. Music is mostly active music making, teacher centered and not about goals but aims to contribute to the developmental stages of children.
Kodály methodology aims to develop children musically by ear, hand, heart and mind. Music lessons are constructed with a clear methodology using tools like singing with relative solfa, rhythm and beat practice by Takadimi and playforms that address and improve polyphonic skills. The music lessons aim to achieve musical literacy.
I redefined ownership in music as the ability to be present, act, understand and have skills in the field of music. In order to develop more ownership in music the Kodály methodology offers Waldorf music education useful tools that can easily be integrated in Waldorf music curriculum.
In this research I will also present a practical outcome of this research in a serie of lessons for students at the Vrijeschool Pabo with little musical experience.
Raoul Boesten (1973) lives in The Hague and is music teacher at the Vrijeschool Pabo in Leiden. He was Waldorf class teacher and music teacher at several Waldorf schools, both primary and secondary. He studied Docent Muziek at Royal Conservatoire in The Hague and did the master Muziekeducatie Kodály. Raoul is artistic director of stichting Kwintessens and conducts chamberchoir Ludens, Yoik and En Chemin in The Hague.
