Exploring teachers' experiences of integrating Kodály in group music settings for children

Abstract

This qualitative case study explored the experiences of ten teachers who integrated Kodály into group music settings for children between the ages of four to nine years. Research in Kodály music education often focuses on the value of the approach for the learners, overlooking the perspectives of the teachers and the meaning they ascribe to their experiences of Kodály. This means that the literature on teachers' experiences of integrating Kodály was limited. This study, consequently, explored both the literature that was available, as well as the findings of the participants' experiences in this study. The literature that was investigated included child development during early and middle childhood; the Kodály concept (contents and teacher training); and the history of Kodály in South Africa. The purpose of this study was to explore how the participants understood their experiences of integrating Kodály into their teaching. The integration of Kodály refers to using the relevant principles and tools within a group music context. The participant experiences were presented as directly as possible so that the participants' voices could be heard by integrating their precise verbatim comments as closely as possible into the presentation of the findings. The findings focused on how Kodály training and teaching led to specific experiences such as changes in musicianship, teaching methodology, enjoyment, classroom management, lesson planning, relationship with their learners, views on the value of Kodály, challenges, and how Kodály inspired and drove them as music teachers. Data were collected through semi-structured interviews, transcribed and analysed in ATLAS.ti 9. From the analysis, five main themes emerged that related to the participants' experiences: (1) "My whole sense of music changed" (benefits); (2) "One cannot wing a Kodály lesson" (challenges); (3) "An amalgamation between learners, teacher and the music" (practical application); (4) "Energised by teaching Kodály" (drive); (5) "A journey - into yourself; through music and through the souls of your learners" (meaning). Further analysis indicated that all the experiences contributed to the participants experiencing a sense of meaning as music teachers. Through the positive elements as well as the challenges of Kodály-based teaching, they felt that they were making a difference in the lives of their learners - because the Kodály teacher training equipped them with thorough musicianship and adaptable methodological principles. This study contributes to a greater understanding of how Kodály teacher training and integration in group settings could beneficially influence the experiences teachers have and how such experiences can lead to a sense of meaning in teachers.