Abstract:
This interactive workshop explores the strong alignment between the Kodály approach to music education and contemporary cognitive science, particularly research associated with the Science of Learning. Drawing on principles such as cognitive load theory, retrieval practice, daily review, and checking for understanding, the session positions Kodály pedagogy not only as philosophically rich, but as deeply evidence-aligned and instructionally robust.
Participants will engage in practical, music-making experiences that model how core Kodály principles — sequential learning, singing as the foundation, inner hearing, movement, and active engagement — naturally support effective learning by managing cognitive load, strengthening long-term memory, and promoting deep conceptual understanding. Through guided activities, delegates will experience how retrieval practice and spaced review are embedded within everyday Kodály-inspired routines, and how these practices enhance musical fluency and transfer.
The workshop will explicitly connect Kodály pedagogy with recognised High-Impact Teaching Practices, including explicit teaching, formative assessment, feedback, and checks for understanding. Participants will be invited to critically reflect on their own teaching contexts and consider how intentional lesson design, repertoire choice, and classroom routines can better align with both Kodály philosophy and current research on how students learn.
Designed for primary and secondary music educators, the session balances theory with hands-on application, providing concrete strategies that participants can immediately implement in their classrooms. By the end of the workshop, delegates will leave with a clearer understanding of how Kodály-inspired practice aligns with cognitive science, and renewed confidence in advocating for music education as both artistically rich and pedagogically rigorous.
