Kodály加纳基础学校音乐教学原则:对适应的思考

S. a, A. A., Michael A.K.A.
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引用次数: 0

摘要

这个多案例研究试图找出Kodàly音乐教育的性质和原则,并得出其对加纳环境的适应性的推论。采用半结构化访谈,从三名OAKE成员中收集数据,借助Nvivo 12 pro软件进行分析,并以混合叙述-描述的方式进行报告。研究结果显示,溯源于匈牙利布达佩斯的Kodàly教学法是音乐教学中卓有成效的选择。Zoltán Kodály(1882-1967),一位教育家和哲学家,被认为是这一教学成就的功勋。与这些原则相关的各种材料、工具和技术已被确定,并在不同国家进行了背景调整。我们建议采用Kodàly方法,并使之适应加纳的基础学校音乐课程。未来的研究将在加纳各级教育的背景独特性方面检查适应性的具体领域。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Kodály Music Instructional Principles in Ghanaian Basic Schools: A Contemplation on Adaptation
This multiple case study sought to find out the nature and principles of Kodàly music education, and draw inferences on its adaptability to the Ghanaian context. Using a semi-structured interview, data were collected from three OAKE members, analyzed with the aid of Nvivo 12 pro software, and reported in an intermingled narrative-descriptive manner. Findings revealed that the Kodàly approach, which traces its root to Budapest in Hungary, is a fruitful choice for music instruction. Zoltán Kodály (1882–1967), an educator and a philosopher, is credited with this pedagogical exploit. Diverse materials, tools and techniques have been identified in relation to the principles, with instances of contextual adaptations in different countries. We recommended that the Kodàly approach be adopted and adapted to Ghanaian basic school music curriculum. Future research will examine specific areas of adaptability in terms of contextual distinctiveness at various levels of education in Ghana.
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