Sound before

Symbol – Kodaly
inspired music
education
Laura McFall
 Outline

• What does ‘Sound before

symbol’ mean?
• Who was Kodaly?
• Why do we use this method of
teaching?

• Example lesson.
 Sound Before
Symbol
Before a child can learn to read text
in a book, they must HEAR
sounds/inflections of the language.
This is standard educational
practice.
‘Caught, not taught’
 Sound before symbol
• Music is experienced aurally and physically through our
bodies. Reading notation/playing an instrument is built upon
this.
• Educationalists including Carl Orff, Émile Jaques-
Dalcroze, Shinichi Suzuki and Zoltán Kodály further expanded
and imbedded our understanding in the 20th century.
• But… how do we ensure we are always teaching ‘sound
before symbol’ effectively?
 Singing, Singing, Singing!
“If one were to attempt to express the essence of this education
in one word, it could only be – singing”

“Singing connected with movements and action is a much more

ancient, and, at the same time, more complex phenomenon
than is a simple song”

Zoltán Kodály
 Who was Kodály?
• Zoltan Kodály was a Hungarian
Composer, philosopher, linguist,
pedagogue.
• He recognised the gap in music
education in Hungary, and was a key
influence in the reform of the
education system.
• He developed a philosophy which
has been developed by many
outstanding music educators over
many years.
The key aspects of this philosophy include;

• Singing as the foundation of musical learning.

• Use of hand signs/rhythm names to aid sight
singing.
• Games!
• Active participation – sound before symbol.
• A sequential and progressive approach to
teaching music
• Using traditional folk songs from your home
country.
• Bringing music to the people – music is for
EVERYBODY!

“Teach music and singing at school in such a

way that it is not a torture, but a joy for the pupil;
instill a thirst for finer music in him, a thirst which
will last for a lifetime” (Selected Writings, p. 120)
Sound before symbol
• Simply put, learners should be immersed in the sound prior to learning
to read it. Learning progression as follows:

• Do it.
• Be able to recognise it and identify it aurally.
• Learn the symbol for it.
• Meet it in a different context.
 • Kodaly inspired education follows ‘The 3 P’s’.
Prepare, • ‘The 3 P’s’ are the most powerful element
Present, for ensuring deep learning and
understanding of concepts through
Practise! sequential, scaffolded learning.
 Prepare (skills)

• Do it.

• This is where we fill the student’s head with lots of sounds

BEFORE showing them the symbol.
 Present (knowledge)
• Now that they have heard and felt the sounds, it’s time to present.

• Be able to recognise it and identify it aurally.

• Learn the symbol for it.

• Common question: How many weeks do I have to wait before I

present a concept?
• Answer: There is no right answer – it all depends on your own
group.
 Practise (understanding)

• Arguably the most difficult part.

• Practicing a concept takes a lot of time and preparation.
• Lots of creativity and differentiation for all levels.

• Meet it in a different context (assessing)

 Practise
Dictation – can
Composing using be linked to
known rhythms new song

Improvising with
a backing track
Writing
Playing on Reading from a
instrument new piece of music
Discovering the Inversion
melodic
Contour Stave work –
linking rhythm
What else and melody
Key signatures could we do
with this song? Pitch Fa

Transformation
to relative
Play on Sing/sign in
minor
instrument canon
 Things to think about

• We always go from the ‘known’ to the ‘unknown’.

• Follow the three P’s to ensure sequential, scaffolded learning.
• A good song is one that can be recycled.
• Always think of differentiated activities for students who are
struggling as well as the advanced.
• OUTCOME BASED – why are you teaching a particular song
and what do you want students to learn?