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'Extra-Musical Effects' and Benefits of Programs Founded on the Kodály Philosophy

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Title: 'Extra-Musical Effects' and Benefits of Programs Founded on the Kodály Philosophy
Language: English
Authors: Goopy, Jason
Source: Australian Journal of Music Education. 2013 (2):71-78.
Availability: Australian Society for Music Education. P.O. Box 5, Parkville, Victoria 3052, Australia. Tel: +61-3-9925-7807; e-mail: publications@asme.edu.au; Web site: http://www.asme.edu.au
Peer Reviewed: Y
Page Count: 8
Publication Date: 2013
Document Type: Journal Articles
Reports - Evaluative
Information Analyses
Education Level: Elementary Education
Descriptors: Music Education, Child Development, Literature Reviews, Delivery Systems, Teaching Methods, Literacy, Numeracy, Social Development, Emotional Development, Investigations, Thinking Skills, Elementary School Curriculum, Time Factors (Learning), Educational Philosophy, Educational Practices, Foreign Countries
Geographic Terms: Hungary
ISSN: 0004-9484
Abstract: Music education is often advocated as having "extra-musical effects" contributing to the development of the whole child. The pedagogy teachers employ to deliver music programs could affect the significance of such benefits. This paper will review literature documenting how children benefit from receiving music education delivered using Kodály methodology. These benefits include literacy and numeracy skills, spatial-temporal reasoning, intelligence and social emotional development. Identifying gaps in research may pave the way for future studies and investigations.
Abstractor: As Provided
Number of References: 29
Entry Date: 2015
Accession Number: EJ1061821
Database: ERIC
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  Data: 'Extra-Musical Effects' and Benefits of Programs Founded on the Kodály Philosophy
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  Data: Australian Society for Music Education. P.O. Box 5, Parkville, Victoria 3052, Australia. Tel: +61-3-9925-7807; e-mail: publications@asme.edu.au; Web site: http://www.asme.edu.au
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  Data: Music education is often advocated as having "extra-musical effects" contributing to the development of the whole child. The pedagogy teachers employ to deliver music programs could affect the significance of such benefits. This paper will review literature documenting how children benefit from receiving music education delivered using Kodály methodology. These benefits include literacy and numeracy skills, spatial-temporal reasoning, intelligence and social emotional development. Identifying gaps in research may pave the way for future studies and investigations.
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