Approach Godaly Kodaly method, also called Kodaly Concept, is an approach to music education developed in Hungary in the mid-20th

century by Zoltn Kodaly. His philosophy on education was the inspiration or this method, which was developed over several years by his colleagues. !lthough not a method o education, its teachings are in the ramewor" o a un and educational that built strongly on basic music theory and music notation in various verbal and written orms. Kodaly main goal is to create a lasting love o music within school and eel that it is the duty o the child#s school to provide this vital element o education. $ome creations Kodaly teaching methods include the use o language sol %ge hand, short musical notation &stic" notation', and rhythm solmisasi &verbali(ation' Kodaly )ethod &pronounced "o-day, with l *silent*' is a music education paradigm used to build singing and ear tuning abilities in children. +y using the Kodaly method or musical training, children can develop their musical s"ills by singing traditional ol" songs. ,o music *class* with this method, as given in piano or other instruments. -nstead, the purpose o the Kodaly method is to help each child to become literate music. .his is done by using several approaches, the center Kodaly method/ the use o rhythm, sol ege, sightreading, listening, writing, per orming and creating music. )usic literacy is also developed using aural and visual e0perience memory. +uild a basic understanding o them soon learn how to do, listen to classical music and analy(ing the world. 1urthermore, to enhance their s"ills to write their own music.

.he basic philosophy o Kodaly method teaches that all people are capable o *literate language* &the people who have the ability to spea"' is also capable o musical literacy. )usic literacy s"ills built rom a basic understanding o language development. .here are three concepts that are traditionally studied se2uential learning in language development/ 3. !ural - students irst learn to listen to the voice and tone to orm words 2. 4osted - once understood words, words and tone can be translated into written orm 5. 6eading - students develop the ability to read written material .he same applies to the development o music literacy, using the Kodaly method. Kodaly method teaches singing and listening techni2ues consists o rhythm symbols and syllables, along with hand signals to indicate the relationship between the tones. Hand signals allow students to visuali(e the tone, to determine whether up or down. +y way o introduction, the original song or melody irst introduced to the students. 7specially this should be in the mother tongue & rom their original home country', to great e ect. $ongs rom other cultures can be gradually introduced, which concentrates on vocal awareness, to e0pand the singing voice. Orff Approach 8r $chulwer", or any 8r !pproach, is one o several development approaches, including the Kodaly method, $imply )usic and $u(u"i method, which is used to teach music education to students. .his approach combines music, movement, drama, and speech into lessons li"e child#s

play world. 4end"etan was developed by the 9erman composer Carl 8r colleagues 9unild Keetman in the 3;20#s. Carl 8r development and deployment o teaching methods. 8r

&3:;<-3;:2' and his

wor"ed until the end to continue the approach is now used throughout the

world to teach students in a natural and com ortable. .he word *schulwer"* comes rom the 9erman language which literally means *school wor"*, which in this case is in the conte0t o music 8r !pproach .he 8r !pproach o music education uses very rudimentary orms o everyday activities in the purpose o music creation by music students. .he 8r !pproach is a *child-centered way o learning* music education that treats music as a basic system li"e language and believes that =ust as every child can learn language without ormal instruction so can every child learn music in a gentle and riendly approach . -t is o ten called >7lemental )usic ma"ing? because the materials needed to teach students are >simple, basic, natural, and close to a child@s world o thought and antasy? .he 8r !pproach is used by teachers to encourage their students to en=oy ma"ing music as individuals as well as in groups. Children reali(e the =oys o group co-ordination and cohesion. -t also involves the participation o other adults and parents in music ma"ing. .hus it brings the role o parent in child education in a central position. 1rom a teacher@s aspect 8r -$chulwer" is also a process o brea"ing down each activity into its simplest orm and then presenting those steps one at a time to eventually become a completed per ormance.

three examples of children's songs in the approach godaly

way of describing music in the younger classes 3. 70plaining the nature o rhythm and ways to introduce the children in learning the practice. 2. 70plaining learning se2uences rhythm in ways simple, which can be done by children naturally and regularly. 5. 70plain ways to evaluate learning rhythmic activity that is authentic and based on competency.