Kodály Method

The Kodály method, also referred to as the Kodály concept, is an approach to music education developed in Hungary during the mid-twentieth century by Zoltán Kodály. His philosophy of education served as inspiration for the method, which was then developed over a number of years by his associates. In 2016, the method was inscribed as a UNESCO Intangible Cultural Heritage.

Kodály became interested in the music education of children in 1925 when he overheard some students singing songs that they had learned at school. Kodály was appalled by the standard of the children's singing, and was inspired to do something to improve the music education system in Hungary (Houlahan and Tacka 2015:16). He wrote a number of controversial articles, columns, and essays to raise awareness about the issue of music education (74). In his writings, Kodály criticized schools for using poor-quality music and for only teaching music in the secondary grades (72). Kodály insisted that the music education system needed better teachers, better curriculum, and more class time devoted to music (Dobszay 1972:30).

Beginning in 1935, along with his colleague Jenő Ádám, he embarked on a long-term project to reform music teaching in the lower and middle schools by actively creating a new curriculum and new teaching methods, as well as writing new musical compositions for children. His work resulted in the publication of several highly influential books that have had a profound impact on musical education both inside and outside his home country.(Houlahan and Tacka 2015:16-17)

Kodály’s efforts finally bore fruit in 1945 when the new Hungarian government began to implement his ideas in the public schools (Eösze 1962:74). Socialist control of the educational system facilitated the establishment of Kodály’s methods nationwide (Landis 1972:64). The first music primary school, in which music was taught daily, opened in 1950. The school was so successful that over one hundred music primary schools opened within the next decade (Eösze 1962:79). After about fifteen years roughly half the schools in Hungary were music schools (Russell-Smith 1967:44).

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