A Comparative Content Analysis of The Orff Echo and Kodály Envoy, 1975-2015
Department
Curriculum and Instruction
Recommended Citation
Mason, Nicola F. Dr., "A Comparative Content Analysis of The Orff Echo and Kodály Envoy, 1975-2015" (2017). University Presentation Showcase Event. 5.
https://encompass.eku.edu/swps/2017/faculty/5
Abstract
As two of the leading elementary general music education approaches in North America, the Orff Schulwerk Approach and Kodály Method have had a strong presence in the music teaching of young children and the preparation of music teachers. Since their initial introduction both approaches have expanded their application to a variety of settings in a plethora of professional fields. The purpose of this study was to report content trends of feature article categories (1975-2015) in The Orff Echo (OE) and Kodály Envoy (KE), the representative journals of the Orff Schulwerk and Kodály approaches to music education. An inquiry into the emerging trends of article categories is plausible as both pedagogies approach fifty-years of publication. The full analysis of results can be extrapolated as both approaches continue to assert their place in classrooms throughout North America.
Presentation format
Poster
Poster Number
125
A Comparative Content Analysis of The Orff Echo and Kodály Envoy, 1975-2015
As two of the leading elementary general music education approaches in North America, the Orff Schulwerk Approach and Kodály Method have had a strong presence in the music teaching of young children and the preparation of music teachers. Since their initial introduction both approaches have expanded their application to a variety of settings in a plethora of professional fields. The purpose of this study was to report content trends of feature article categories (1975-2015) in The Orff Echo (OE) and Kodály Envoy (KE), the representative journals of the Orff Schulwerk and Kodály approaches to music education. An inquiry into the emerging trends of article categories is plausible as both pedagogies approach fifty-years of publication. The full analysis of results can be extrapolated as both approaches continue to assert their place in classrooms throughout North America.
