Abstract:

In this study, the researcher examined and implemented a selection of folk songs from Asian countries—including Korea, Japan, and China—as instructional materials in general music classrooms, integrating Kodály techniques such as movable-do solfège and hand signs to enhance children’s pitch awareness.

The participants consisted of 308 randomly selected fourth-grade students, aged 9–10, from six local elementary schools in Taiwan. Data collection involved two components: teachers’ portfolio assessments and a student competence test. The portfolio assessments included instructional materials and reflective reports, while the competence test comprised a Reading Test and a Matching Test, with items derived from teachers’ instructional content and standard music textbooks.

Findings indicated that the experimental group, which engaged with Asian folk songs, demonstrated greater interest, and superior performance on the competence test compared to the control group, which relied on traditional teaching methods and achieved less satisfactory outcomes. Considering children’s vocal development, melodic intervals for singing should begin with smaller ranges and gradually expand. Intervals such as the major second and minor third are particularly appropriate for young singers. Moreover, descending minor thirds and descending perfect fourths were identified as the easiest intervals for children aged 8–10 to sing accurately (Moore, 1995).

Analysis of the folk songs revealed that many are structured around scales rich in minor thirds and perfect fourths, which correspond well with children’s vocal development. These intervals are therefore highly suitable for early music education. The study’s conclusions highlight three key points:

1. Incorporating traditional Asian folk songs into music classes effectively captures students’ interest and attention, thereby fostering pitch awareness.
2. This instructional approach, particularly the use of hand signs during singing, motivates students and makes music learning more engaging and inspiring.
3. Teaching with folk songs contributes to the preservation and promotion of cultural heritage on a global scale.