How Kodály-inspired learning has revolutionised music at Feltonfleet Chris Andrews MA, BMus (Hons), PGCE, LTCL – Director of Music at Feltonfleet As a younger teacher, I knew my pupils enjoyed music class, but something felt amiss. Those who played instruments gained something tangible, but for others the learning felt less permanent. Even choir members in Years 7 and 8, who could learn songs beautifully by ear, were slowed by an inability to read music from the page. I wanted more for all my pupils: not just a love for music but a solid foundation of musical literacy they could carry with them for life. The turning point came when I observed a new colleague’s lesson. Her approach was unlike anything I had ever seen. It was playful and joyful, yet deeply rigorous, with a structure that covered multiple skills in a single lesson. Inspired by the philosophies of Hungarian musician Zoltán Kodály, this approach transformed my understanding of what music education could be. It was thorough, accessible and entirely child-friendly – a revelation.
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A new approach to music education Kodály’s philosophies shifted Feltonfleet’s music curriculum from topic-based learning to a cumulative skill tree. Pitch is taught using solfege (e.g. do, re, mi) and rhythm using time names (e.g. ta, ti-ti), with each new concept introduced in a carefully sequenced order that is logical for children. Each new pitch and rhythm are then practised through performing, reading, writing, dictation, part-work, composing and improvising. This skill development is interspersed with singing games that subconsciously prepare pupils for the next concept. To the casual observer, lessons are full of songs and games, but they are underpinned by an intentional progression of skills. The result? Every child develops musical literacy, not just those taking instrumental lessons. This approach ensures that children build a strong foundation in music and become competent musicians.