| Abstract | Capstone Supervisor |
This study compares the changes in musical aptitude scores of first graders who were taught the Gordon-Woods Jump Right In curriculum with first graders who were taught using a Kodály approach. Students involved with the Gordon method received twenty-four lessons consisting of Learning Sequence Activities followed by classroom activities outlined in Jump Right In: Activity Book 1 (Woods, 1986) and the accompanying activity cards. Children in the Kodály-trained group were taught twenty-four lessons presenting concepts of beat, quarter note, two eighth notes, quarter rest, sol-mi, mi-sol, staff lines and spaces, and synthesis of rhythm and pitch.
First graders were pre-tested, post-tested and follow-up tested using Edwin Gordon’s “Primary Measures of Music Audiation” test to measure changes in tonal and rhythm aptitude, and to compare the degree of change between the Kodály-trained group and the Gordon-Woods-trained group.
