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How to apply Kodály Principles And Methods To Jazz Solfeggio And Theory Teaching In Higher Professional Music Education (2015)

Erik Albjerg
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Name: Erik Albjerg Main subject: Theory of Music Research coaches: Dr. László Norbert Nemes, (Liszt Academy Budapest), Mónika Benedek (Helsinki) Title of research: How to apply Kodály principles and methods to jazz solfeggio and theory teaching in higher professional music education Abstract In my teaching of jazz theory, solfeggio and ear training I will integrate elements of the Kodály concept. This in order to improve my teaching and increase the learning outcomes of the students. Despite quite some development and improvement of lessons and material over the past 15 years I see too many students having trouble combining theory and practice. Exactly in this regard I assume that the Kodály concept can offer great positive effect. Since 2009 I have become practically acquainted with the Kodály concept through several workshops, courses and 4 visits to primary schools in Hungary. From my perspective as a jazz musician and theory teacher the Kodály concept offers many valuable aspects that I will integrate: a good balance between experiencing music, musicianship skills and music theory. The musical experience is based on singing (in tune), the basic theoretical understanding is provided by solmization often combined with hand signs, and the musical material is original repertoire of master composers. Since the Kodály concept is mainly focussing on folk and classical art music, there is a challenge in applying the teaching elements to jazz music. The main research questions are: The practicality of solmization and hand signs regarding the high degree of chromaticism in melody and harmony as well as tempo in jazz music To find a form for the lesson in which improvisation and playing and are integrated as well The research will be practice based in testing the learning material and activities with jazz students. The material and experiences of this practice-based research will lead to a workbook for students and a teacher's manual in June 2015. The results of the research are manifold. It has become clear for me that it is possible to teach jazz inspired by the Kodály concept. As a teacher the change of approach is more challenging than I expected and at times it feels like a transformation. As such it is work in progress, much more has to be done. This presentation will reflect on the status quo at this moment in the process. The presentation will be a demonstration of a first year jazz theory class. Biography Erik Albjerg (Svendborg, Denmark 1972), initially studied jazz trumpet, but soon turned to Theory of Music (Jazz, BA 2000). After that he studied jazz double bass (BA 2003), all at the Royal Conservatoire in The Hague. Since 1998 Erik teaches a diverse range of jazz music theory subjects for several departments. He published an article in the Dutch Journal of Music Theory on Gil Evans’s arrangement of Moon Dreams (2000). He is the co-author of several readers. He gave a presentation on the teaching of jazz harmony at the congress of the Dutch-Flemish Society for Music Theory (Antwerp 2012).
typeresearch exposition
keywordsKodály, jazz, jazz theory, Research by teachers of the Royal Conservatoire
date04/05/2015
published20/07/2015
last modified20/07/2015
statuslimited publication
licenseAll rights reserved
urlhttps://www.researchcatalogue.net/view/149443/149471
published inKC Research Portal
portal issue3. Internal publication


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nameATV2, How High The Moon, singing 2nd time
copyrightErik Albjerg 2015
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nameHow High The Moon, choir/piano, 4-part
copyrightErik Albjerg 2015
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nameBibliography, Erik Albjerg
copyrightErik Albjerg 2015
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name3 scales exercises, canon, solfa
copyrightErik Albjerg 2015
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nameCollection of solfeggio scores
copyrightErik Albjerg 2015
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nameCollection of basic choir arrangements
copyrightErik Albjerg 2015
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nameATV1 test after 3 months
copyrightErik Albjerg 2015
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nameFragments jazz harmony, exam ATV1 dec 2014
copyrightErik Albjerg 2015
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usagespdf
nameATV2, It don't Mean A Thing, part II
copyrightErik Albjerg 2015
licenseAll rights reserved
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nameATV2, It don't Mean A Thing, part I
copyrightErik Albjerg 2015
licenseAll rights reserved
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name3 Research Question
copyrightErik Albjerg 2015
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name4 Critical Discussion of the Findings
copyrightErik Albjerg 2015
licenseAll rights reserved
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