NEW YORK UNIVERSITY
THE STEINHARDT SCHOOL OF CULTURE, EDUCATION, AND HUMAN DEVELOPMENT
DEPARTMENT OF MUSIC AND PERFORMING ARTS PROFESSIONS
KODÁLY SUMMER INSTITUTE 2011
23RD SUMMER OF KODÁLY STUDIES AT NEW YORK UNIVERSITY • FOUNDED 1989
ENDORSED BY THE ORGANIZATION OF AMERICAN KODÁLY EDUCATORS
KODÁLY METHODOLOGY 3 SYLLABUS
MONDAY THROUGH FRIDAY
1:30 CONTACT HOURS PER DAY • 22:30 CONTACT HOURS FOR 3 WEEKS
GIOCILLE SHAW, INSTRUCTOR
WEEK 1
WEEK 2
WEEK 3
review do’ and
s, l, drm sl d’
absolute letter names
need for s and f
3/4 and dotted half note
tim-ri and ri-tim
anacrusis
tai-ti and ti-tai
triplets and unusual
rhythmic patterns
reading and writing in C, F, and G
do placements
do, so, la, re pentatons
mixed meter
major, minor, and modes
fa and ti
occasional use of chromatics
(altered tones)
6/8 and characteristic
rhythmic patterns
more advanced forms
beginning harmony: I, V, and IV
COURSE DESCRIPTION:
In Kodály Methodology 3, students continue to apply the concepts learned in the previous levels,
now to older children in grades 4, 5, and 6. The repertoire choices expand to accommodate these
older grade levels, as does the pacing and balance of a lesson. Methodology students continue to
participate in daily class lessons and gradually lead these teaching demonstrations to allow for
greater practice. Curriculum mapping begins to drive more of the choices made when exploring
melodic and rhythmic presentations, as now students are reading, writing, and listening with
greater fluency. Class discussions on a variety of topics related to one’s role as a teacher, as well
as in response to article reviews include assessments, discipline, performances, child
development, and inter-curricular collaboration. Small group and individual projects on curriculum
development and lesson unit design occur within and outside the classroom.
COURSE OBJECTIVES:
• To refine student understanding of the flow and balance of a Kodály-inspired lesson.
• To assist students in their wider range exploration of repertoire appropriate for older students
and older beginners.
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• To assist students in their demonstration of the strategic steps of the presentation of an
element.
• To assist students in understanding the planning of curriculum from a yearly, grade-level
perspective.
• To assist students in their collection and indexing of their 150 songs which comprise their Folk
Songs For Teaching collection.
REQUIRED TEXTS:
Bolkovac, Edward, and Judith Johnson. 1996. 150 Rounds For Singing and Teaching. New York:
Boosey and Hawkes.
Choksy, Lois. 1999a. The Kodaly Method I: Comprehensive Musicianship. 3rd ed. Upper Saddle
River, NJ: Prentice Hall.
Erdei, Peter, ed. 1974. 150 American Folk Songs to Sing, Read, and Play. New York: Boosey
and Hawkes.
Locke, Eleanor G., ed. 1989. Sail Away. New York: Boosey and Hawkes.
REQUIRED ASSIGNMENTS:
• Daily homework assignments, including teaching demonstrations.
• Lesson plan for a 4th, 5th, or 6th grade, thirty-minute class, featuring a reading, writing,
cooperative, or listening activity.
• Teaching strategy for one of the Level 3 elements.
THIRD YEAR CULMINATING PROJECTS:
SONG COLLECTION: Song Collection Index and Table of Contents to be included with each
song collection. Use Sail Away as a prototype. To be handed in by the second week of the
course.
CURRICULUM PROJECT: Choose one grade and develop a year-long music curriculum
integrating all the areas to be included in lesson-planning: melodic elements, rhythmic elements,
meter, form, harmony, part work, inner hearing, memory, improvisation/composition, songs for
beautiful singing, games, use of instruments, and performances. The curriculum should be written
as a flowchart from September through June showing when and how preparation, make
conscious, and practice of elements takes place. The curriculum should have an accompanying
song list to use for the year or the songs should be written into the chart. Due the last week of the
course. Timeframe for checkpoints throughout the three weeks will be determined together.
EVALUATION CRITERIA:
• Attendance and participation.
• Daily homework assignments and teaching demonstrations.
• Lesson plan assignment.
• Strategy assignment.
• Curriculum mapping assignment.
• 150 Folk Songs For Teaching Collection with index.
DISCUSSION TOPICS may include:
• indexig your song collection
• long-range lesson planning and curriculum development
• the older beginner
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• classroom management strategies
• teaching to a wide range of learning styles
• cooperative learning
• development of reading and writing
• listening lessons
• visual aids for melodic and rhythmic elements
• transitions from traditional (folk) to art music
• use of instruments
• development of two- and three-part work
• improvisation and composition
• integration with other subject areas
• creating musical units or packets
• working with upper grades
(from previous Syllabus)
PROJECTS
Third Year Culminating Projects:
Song Collection and Index
Curriculum Development
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SONG COLLECTION: Song Collection Index and Table of Contents to be included with
your song collection. Use Sail Away as a prototype. To be handed in the second
Thursday of the course.
2
CURRICULUM PROJECT: Choose one grade and develop a year-long music curriculum
integrating all the areas to be included in lesson-planning: melodic elements, rhythmic
elements, meter, form, harmony, part work, inner hearing, memory,
improvisation/composition, songs for beautiful singing, games, use of instruments, etc.
The curriculum should be written as a flowchart from September through June showing
when and how preparation, make conscious, and practice of elements takes place. The
curriculum should have an accompanying song list to use for the year or the songs
should be written into the chart. Due the last Thursday of the course. Timeframe for
checkpoints throughout the three weeks will be determined together.
ADDITIONAL PROJECTS
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STRATEGY: Choose one of the elements for this Level. Write a complete strategy for the
element with each of the preparation steps, the make conscious lesson, and several
practice activities spelled out. Follow the format for your Level 2 strategy. Prepare a song
list to accompany the strategy. Then teach your element in all of its phases to the class.
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LESSON PLAN: Write a full 30 minute lesson for a 4th, 5th, or 6th grade class. Keep in
mind all the essentials of good lesson planning and also include in your lesson a little
listening activity, some kind of collaborative learning activity, and some use of
instruments. Teach the entire lesson in the last week of the course.
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