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Theories of Music
There are 3 main theories that continue to influence music teaching in early child hood
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Let us focus on them each at a time
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Emile Jaques-Dalcroze (1865 – 1950)
Was a swiss musician and educator and he developed a system of music that is still used in early
childhood
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His approach was three pronged including eurhythmics (unique form
of rhythmic movement),ear-training, and improvisation
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The approach thus was organized
around the following:

i)

Movement

This is the development of bodily movement as a means of fusing the movement activities of the
child with intellectual experiences causing coordination
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Eurhythmics are activities through which children respond to music by doing whatever music
tells them to do for example stepping according to the pulse
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Through
eurhythmics, the body becomes a personal instrument for realizing the music from the simplest
to the complex
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Ear
training was the second critical component in Dalcroze’s approach
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iii)

Creating

Creating is the capacity for free expression that integrates movement and Listening
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Dalcroze believed in an integrated approach to music in which
listening, moving and creating would be interrelated
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He began teaching movement to children
about 4 years of age
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When the music stopped the children had to freeze
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As children progress they learn to keep in step with the music and to adjust their steps to it
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When the tempo changes children alter their speed e
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legato (i
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Likewise, staccato (i
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The relationship between movement, listening and creating makes the theory widely accepted
today
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Carl Orff (1895 – 1982)
He was a German composer and educator
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He developed his approach in the 1960s
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His approach of music teaching began with children’s own bodies their responses and actions
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He believed that no one can be totally non-musical
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ORFF’S METHODS OF TEACHING MUSIC
He came up with a method largely referred to as Orff Schulwerk (Orff school work, or elemental
music making)
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For effectiveness, the teacher should hence understand the children’s musical language
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That is, initial children’s music making is original and has not been externally
influenced
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Essentially, music cannot be separated from other activities
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The
essence of Orff’s system is play because play is the child’s way of life
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Children’s music
is dynamic and it is never static
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In addition, music for the child communicates to the child is always in
the language of the child
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In the approach, basic music is viewed as an ideal vehicle for teaching and ideal language for
learning
...
That is, the music
programme should be commensurate with the child’s ability and ideally from known to unknown
and simple to complex
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Imitation could be simultaneous or echo-like
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Exploration
triggers children’s imaginations to find new ways to apply learned information or skills
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Literacy involves reading and writing music
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The ultimate stage in this approach is improvisation
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Although improvisation may occur before literacy, the

abilities to read and write music make children better able to understand the musical structures
that they create
...
According to orff creating music as opposed to reading notation is the main
purpose of music education
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The music concept of rhythm
melody and harmony should not be viewed from the western musical culture but should begin
from traditional music
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-

He was a music composer and educator
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-

He wanted to give the Hungarians something that could boost their morale and that which
could be used in times of trouble
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-

His ideas of music education were based on singing

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He developed a music curriculum which began from 3 years

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According to him, voice was the most important musical instrument
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-

The concept of high and low pitch fast and slow tempo were introduced
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-

His curriculum spirals from simple to complex folk songs and concepts

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As children grew, they were introduced to rhythmic clapping

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The method has been widely used in Hungary and before they are 30, all Hungarians are
able to read and write music as naturally as their own language
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-

Music involves reasoning, listening, thinking and concentration

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Music has power to build a nation together
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i)

It should begin in the sensitive pre-school years
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iii)

Singing, listening to music and movement are related to every day experiences of the
young children
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The differences in the methods proposed by the 3 theorists indicate that:-

i)

There is no best approach to the teaching of music in early childhood
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ii)

Music program for young children should take the best from the various theories that
caters for the situation of the individual children
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References
Anvari, S
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, Trainor, L
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, Woodside, J
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A
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Relations between musical
skills, phonological processing, and early reading ability in preschool students
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Balkin, A
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Music and literacy: A partnership
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Bradley, K
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& Bradley, J
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Developing reading and writing through music
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ED429710)
Campbell, R
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(1996)
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Keister, E, Jr
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V
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October 1996
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(2000)
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(ERIC document reproduction service No
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(1999)
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(ERIC document reproduction service No
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& Juliebo, M
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(1998)
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(ERIC document reproduction service No
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S
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Reading acceleration program: A school-wide intervention
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Fisher, D
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(2001)
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Fisher, D
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, & Strickland, J
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Early literacy development: A sound practice
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Fitzgerald, L
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(1994)
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(ERIC document reproduction service No
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L
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(1992)
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(ERIC document reproduction service No
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& Bernstorf, E
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Linking music learning to reading instruction
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Hansen, D
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, & Stuber, G
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(2004)
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(ERIC
document reproduction service No
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Y
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R
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Locomotion and literacy: Effective Strategies to
enhance literacy instruction
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ED474066)

Jalongo, M
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& Ribblett, D
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(1997)
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Childhood Education 74: 1, 15-22
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R
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Read with a beat: Developing literacy through music and song (Teaching
reading)
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Langfit, D
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Integrating music, reading, and writing at the primary level
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Lems, K
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Using music in the adult ESL classroom
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ED459634)
Lems, K
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Music hath charms for literacy
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Masterson, K
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With a simple tune, students improve in school
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Available:
http://www
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com/culdesac/ReadingModule/Munro
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McCracken, R
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& McCracken, M
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(1986)
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(ERIC document reproduction service No
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F
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Rhymes & reasons: Literature and language play for phonological
awareness
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ED437669)
Owens, N
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(1999)
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Target action research 1998-99
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ED429280)
Piazza, C
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(1999)
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(ERIC document
reproduction service No
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L
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Reading and music: Take note
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315735)
Ridout, S
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(1990)
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R
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Harmony in the classroom: Using songs to teach
reading and writing
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ED324637)
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ED324637)
Routier, W
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(2003)
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(ERIC
document reproduction service No
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A
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Singing and songwriting support early literacy instruction
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Turner-Bisset, R
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Serving-maids and literacy: An approach to teaching literacy through
history and music
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Woods, C
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(2003)
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Montessori Life 15: 2,
37-39

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