IMPROVING PRIMARY SCHOOL STUDENTS’ PITCH AND RHYTHM ABILITY THROUGH THE KODÁLY TEACHING METHOD: AN EMPIRICAL STUDY IN A CHINESE MUSIC CLASSROOM

บทคัดย่อ

This study aimed to (1) examine the impact of the Kodály Method on students’ pitch perception, rhythm stability, multi-part singing cooperation, and musical cultural understanding, and (2) explore students’ attitudes and satisfaction toward Kodály-based music instruction. A one-group pretest–posttest experimental design was adopted over a five-week instructional period consisting of ten music lessons. A total of 48 primary school students participated in the study and received Kodály-based instruction through four instructional modules: pitch perception training, rhythm stability training, multi-part choral collaboration, and folk music cultural experience. Data were collected through music ability tests administered before and after the intervention, as well as a post-intervention satisfaction questionnaire. Paired-sample t-tests were conducted to analyze the differences between pretest and posttest results. The results showed statistically significant improvements in students’ musical abilities across all four instructional modules (p < 0.01). Students’ total musical ability score increased substantially after the intervention. In addition, the questionnaire results indicated that students held highly positive attitudes toward the Kodály-based lessons. Most students reported that the classroom atmosphere was relaxed and enjoyable, and that the learning activities were engaging, participatory, and motivating. The results suggested that the Kodály Method, as a student-centered and experience-oriented teaching approach, was effective in enhancing students’ musical learning outcomes and fostering their comprehensive musical development. This study provided empirical support for the localized application of the Kodály Method in Chinese primary school music education and offered valuable implications for music curriculum reform and instructional practice.