Music Education Methods: From Dalcroze to Wuytack
Guido d’Arezzo and Musical Notes
Guido d’Arezzo named musical notes: ut (later do), re, mi, fa, sol, la. The syllable ut was changed to do for easier pronunciation. The seventh note, si, was named in the 14th century, derived from Sancte Iohannes. Guido invented the tetragrammaton (four lines) and taught students using hand signals.
Traditional Music Teaching:
- Repetitive exercises
- Rote learning
- Student’s written work
- Classic repertoire
Recommended Teaching Approaches:
- Encourage playfulness and motivation
- Reasoning and experimentation (students feel the music)
- Active student participation
- Diverse styles and eras
Active Methods in Music Education
Active methods include E. J. Dalcroze (rhythm and hearing), Justine Bayard Ward (voice and rhythm), Z. Kodály (singing and musical language), E. Willems (hearing and musical language), C. Orff (instrumental experimentation), M. Martenot (audition, relaxation), S. Suzuki (music performance), M. Schafer (creative improvisation), and J. Wuytack (listening, song).
E. J. Dalcroze
E. J. Dalcroze revolutionized music with his method, The Rhythm (Eurythmics). What is Rhythm? Conscious use of body movement to understand rhythm. It enhances psychomotor skills, intelligence, sensitivity, and expressiveness. Key elements are rhythm, movement, dance, and body.
Dalcroze Rhythmic Principles:
- Spatial orientation
- Dynamics (intensity)
- Nature of music
- Pitch
- Durations (e.g., white note = slow action, black note = walk, eighth note = run)
Resources: Spacious classroom, piano, accessories (balls, ribbons, balloons). Institutions include the Geneva Dalcroze Institute and the Spanish Association of Rhythm.
Justine Bayard Ward Vocal Method
Focuses on precision in rhythm and pitch, suitable from age six. Uses popular and Gregorian repertoire. Objectives include improving intonation, rhythm, understanding sound qualities, and literacy skills. Criticized for ability grouping. Uses alphabetical and numerical notation.
Zoltán Kodály
Kodály was a teacher, composer, and ethnomusicologist. Promoted group singing. His method emphasizes musical language and singing, based on pentatonic language. Children learn their musical culture first, then universal music.
Kodály Method Sequence:
- Hearing
- Vocal exercises and singing
- Reading music
- Writing music
Phononimia: Marking pitch with hand movements for tuning, intervals, ear training, and improvisation.
Metric Syllables: Used for internalizing rhythmic patterns (e.g., taaa for white note, ta for black note).
Solfeggio: Singing notes with different frequencies.
Carl Orff
Orff believed music education should start at home. Developed the Orff Schulwerk method, emphasizing language, sound, and movement. Sources include traditional poetry and ancient music. Focuses on activity, improvisation, and merging contemporary and old styles.
Orff Instruments:
- Percussion with definite pitch (xylophones, metallophones)
- Percussion with indefinite pitch (maracas, claves)
- Membranophones (drums)
- Recorder
Body percussion enhances psychomotor skills.
Edgar Willems
Willems emphasized developing the student’s ear for quick musical understanding. His method includes auditory development (songs, intervals), rhythm and meter experimentation, and reading/writing music.
Maurice Martenot
Martenot advocated for active teaching methods, including rhythm and interpretation. Emphasized relaxation (kinesophia) and focused learning sessions.
Shinichi Suzuki
Suzuki’s Talent Education method is based on imitation and repetition, suitable for young children. Instruments include violin, piano, flute, and cello. Focuses on technical mastery, rote imitation, and psycho-mental control.
Murray Schafer
Schafer emphasized creative potential and soundscape ecology. He cataloged sounds in danger of extinction and promoted interdisciplinary arts. His curriculum includes perception, vocal culture, and soundscape studies.
Jos Wuytack
Wuytack created musicograms (graphical representations of music) and promoted active, progressive, and comprehensive teaching methods. He emphasized improvisation, creativity, and group leisure.