The effects of orff-schulwerk and kodály method on vocal improvisation, musical audition and singing abilities

The aim of the study was to investigate the effects of Orff-Schulwerk, Kodály Method and raditional usic ducation on vocal improvisation musical listening and singing abilities of third grade elementary students. Three groups were involved in the study and a pretest-postest design was used for data collection. The Orff Schulwerk was used in experimental group1(n=20), The Kodály Method was used(n= 21) and the traditional music education for the treatment group (n=23). The students in each group were from a school district of a lower socio-economic level had no music education before. The lessons were delivered by the researcher in each group. Data were collected using vocal improvisation rating scale, musical listening test and singing rating scale. Rating scales were evaluated bye equally educated independent observers and video and audio recording gadgets were used during the evaluation process. Mean, standard deviation, Annova and Bonferroni Test were used for the statistical analyses of the data. The results of the study determined that the Orff-Schulwerk and Kodály Method were significantly more effective than traditional music education in improving musical listening ability. There were no significant difference between the effects of Orff- Schulwerk and Kodály Method on improvement of improvisation and singing ability. However according the post test results; the Orff group had the highest mean value on musical listening ability and the Kodály group had the highest mean value on vocal improvisation and singing ability.