Comprehensive music education begins early in childhood. Music education must consist not only of repertoire knowledge, but of theory, composition, history and people. Zoltán Kodály, a Hungarian composer and teacher in the early 1900s, found that young Hungarian children were not aware of how to read and write fluently and do not know their musical heritage (Chosky, 1999). We know Hungary today, we do not know that it happened in the 1900s. Hungary is living and playing music. Currently there are 800 adult choirs in Hungary and a number of professional orchestras (Chosky, 1999). Hungary is an Indian country (Chosky, 1999), so music penetrates into the country. Kodály introduced a method, the Kodály method, which systematically teaches children or adults, music. Learning is based on folk music, a country of origin, and uses music to teach theory, composition, and history (Chosky, 1999). This method has penetrated the world with easy-to-understand concepts and timelines.
In the United States, most schools teach music. However, as funding and music teachers are no longer available, music programs are cut off. This shortage in school education ranges from music education to parents, which unfortunately many parents lack the knowledge or the means (means and music) to properly teach their children, not just fluently. In Hungary, children receive an eight-year music program specifically for children's regular studies (Chosky, 1999). In North America, schools are playing once or twice a week, if at all. Although music programs in North America are not as intense as other countries, a comprehensive educational method such as the Kodály Method allows children to acquire the basic skills of music literacy.
Jerome Hines of "Great Singers in Great Singing" notes that many people misinterpret the brightness of [musicians]. These individuals think that [musicians] does not need to be very clear; they only do music (Hines, 1982, 2006). Hines (1982, 2006) writes and states through interviews about her conversational experiences with famous singers; he found that [musiciansians] is intelligent as a whole. Another misunderstanding that many people have is that music education is not important. Music education is very diverse and can teach individuals in many areas. Specifically, the piano requires individuals to learn rhythm, notes, and style. These three things require math skills, reading skills, and historical knowledge. The same can be said of the other instruments and the sound. Although not all individuals will be able to basically arrange or sing a device or even sing, they can learn the basics of music and increase culture, math, and history. This appreciation, however, helps individuals to understand people and can increase positive social changes.
To ensure that children have comprehensive music education, a few steps are needed. First, find your child's music program at school. Is there a music program? If not, what is the child's teacher? Most teachers have received a musical education degree when they graduate, so most people know the importance of music and the basic skills they can teach children. Secondly, register your children for some music. Many pianist teachers use children under 6 years of age. This is the most important way to introduce children to the practice of skills, precision and skill, musical forms and styles, and even creativity. Finally, show your children that musical skills are important for participating in concerts and performances, exciting and supporting their musical interest or taking the lessons themselves. These steps, which are supported by parents' support, ensure that children have important life experiences and musical recognition.
Chosky, L. (1999). Kodály Method I: Comprehensive music education. Upper Saddle River, NJ: Prentice Hall, Inc.
Hines, J. (1982, 2006). Great singers with great singing. Pompton Plains, NJ: Limelight Releases.