Oboe Oboe “Classroom instruments” course at unt

Oboe

• Oboe

• “Classroom instruments” course at UNT

• Student taught in a Kodaly-inspired classroom during a recorder unit

• Kodaly-certified, teaching is Kodaly-inspired

• Inspiration from a colleague

• Took Level I Orff course with a really strong recorder techniques and pedagogy segment

"To teach a child an instrument without first giving him preparatory training and without developing singing, reading and dictating to the highest level along with the playing is to build upon sand.” -- Zoltán Kodály

• "To teach a child an instrument without first giving him preparatory training and without developing singing, reading and dictating to the highest level along with the playing is to build upon sand.” -- Zoltán Kodály

• Second standard: “performing on instruments, alone and with others, a varied repertoire of music” (National Association for Music Educators [NAfME], 1994, National Standards for Music Education, para 1).

• “Kodály training is a complete and comprehensive approach to music education which meets the National Standards for Arts Education as published by MENC, © 1994.” (OAKE, 2012, The Kodaly Concept, para 6).

Therefore, the use of a classroom instrument is required in order to address the national standard regarding performing on instruments.

• Therefore, the use of a classroom instrument is required in order to address the national standard regarding performing on instruments.

• Soprano recorder is of similar timbre and range to the child’s most natural instrument: their voice.

• Recorder and other classroom instruments don’t replace the voice as the musical foundation.

OAKE guidelines do not require recorder techniques and pedagogy:

• OAKE guidelines do not require recorder techniques and pedagogy:

• “Special Topics includes subjects that relate to Kodály’s vision and philosophy, such as folk dance, folk instruments, applied music, chamber music, and children’s choir literature” (Organization of American Kodály Educators [OAKE], 2010, p. 4).

• Only 74% of undergraduate institutions surveyed by Schmidt offered recorder and only 44% required it of all teachers.

I suspect that many Kodály-inspired educators are using recorder as a teaching tool in their classrooms.

• I suspect that many Kodály-inspired educators are using recorder as a teaching tool in their classrooms.

• The purpose of this study is to investigate the use of the soprano recorder as a teaching tool in Kodály-inspired classrooms

1) Are Kodály-inspired teachers using the soprano recorder in their instruction?

• 1) Are Kodály-inspired teachers using the soprano recorder in their instruction?

• 2) At what grade level (or skill level) and how often are they using soprano recorder?

• 3) What method or pedagogy is driving their instruction?

• 4) Is the soprano recorder used to reinforce specific musical concepts identified in the Kodály sequence?

OAKE strongly promotes educators who are life long learners and researchers.

• OAKE strongly promotes educators who are life long learners and researchers.

• Some commonalities among participants may arise.

• This study could be an impetus for the creation of future professional development sessions and the production and distribution of materials.

Attendees of the Midwest Kodaly Music Educators conference in October 2013 may complete the survey on paper. Randomly selected members of OAKE will receive an e-mail invitation to participate.

• Attendees of the Midwest Kodaly Music Educators conference in October 2013 may complete the survey on paper. Randomly selected members of OAKE will receive an e-mail invitation to participate.

• Participants will self-report on class room activities involving the soprano recorder and the methods/pedagogy that drives their instruction.

• The online survey will be administered through Google Forms.

https://docs.google.com/forms/d/1OeLRYNoxyzW_9ccColJLnjHns9_ZYJlYryA7f1hyzkk/viewform

• https://docs.google.com/forms/d/1OeLRYNoxyzW_9ccColJLnjHns9_ZYJlYryA7f1hyzkk/viewform

Descriptive statistics: response rate and demographic proportions.

• Descriptive statistics: response rate and demographic proportions.

• Frequency counts (n=__) : use recorders vs. do not use recorders.

• Look for correlations: recorder use and grade levels taught, recorder use and levels of training of Kodály and/or Orff-Schulwerk.

• Look for patterns in open-response questions.

• Demographic and open-ended questions may reveal where respondents likely learned to teach recorder.