'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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