Abstract:

The Kodály approach is one that emphasises the importance of developing musical literacy. Using carefully sequenced, experiential, developmental strategies in an aural-vocal pedagogy has ensured success in delivering this literacy via gradually building musical skills and knowledge.

In the primary school, a well-balanced music lesson should also provide opportunities for students to relax between concentrated focus segments. Without this mental ‘downtime’ it is difficult for students to maintain maximum engagement when it is most required. Too often well-intentioned teachers frantically try to cover important content in limited time frames, spending the whole lesson hammering important pedagogical goals at the expense of providing joy and the experience of making music for its own sake.

Activities that are complementary to pedagogical ones include tasks that encourage movement, including games, the learning of songs to prepare the next element in the sequence, or simply for the joy of singing. There are many musical goals which can be achieved via these interim segments which balance and broaden student experience, catering to a wider range of interests and needs.

This workshop will aim to rejuvenate the importance of these ‘inbetween’ moments in our lessons. Participants will be led through a series of activities and games that can be used or adapted for their own contexts to invigorate their programs. To sing, move and thrive can be goals in and of themselves, in addition to building the pedagogical understandings and skills for which the Kodály approach is celebrated.