An Examination of Compositions by Haydn and Mozart for Pedagogic use in a Kodaly-Inspired Curriculum
The intent of this study was to analyze compositions by Haydn and Mozart located in school music textbook series for potential pedagogic use in a kindergarten through sixth grade Kodály-inspired music curriculum in the music content domains of rhythm, melody, harmony, form, and terminology and symbols pertaining to dynamics and tempos. Further, this study compared the results of the Kodály-based analysis with the stated pedagogic purpose identified for each of the compositions in the 2008 Spotlight on Music school music textbook series, grades kindergarten through six.
Ten compositions by Haydn and Mozart as located in Spotlight on Music were analyzed. Comparative analyses revealed that for each composition studied, more potential pedagogic uses were found in the Kodály-based analyses of music content domains examined than were state din the Spotlight on Music school music series texts. Among the ten selected compositions, there were seventeen instances in which the music content domains were included in the Spotlight on Music lessons, as opposed to forty potential pedagogic uses identified in the Kodály-based analyses.
For each composition no less than three music content domains were identified for potential pedagogic use. The Kodály-based analyses revealed four or more music content domains pedagogically useful in nine of ten compositions, while the authors of Spotlight on Music listed only one music content domain to be of pedagogic use in seven of the ten compositions.