THE THEORETICAL AND METHODOLOGICAL SIGNIFICANCE OF THE KODÁLY, ORFF, AND KABALEVSKY SYSTEMS IN DEVELOPING MUSICAL LITERACY: POSSIBILITIES FOR APPLICATION IN THE 4TH GRADE

Abstract

This article analyzes the theoretical and methodological significance of the pedagogical systems of Z. Kodály, K. Orff, and D.B. Kabalevsky in the development of musical literacy and provides a scientific rationale for their application in the 4th grade of general education schools. It offers a comparative overview of the Kodály system’s music-reading methodology - based on relative solmization, hand signs, and rhythmic syllables - the Orff approach’s potential for fostering creative improvisation through speech, movement, and percussion instruments, and the Kabalevsky program’s concepts of linking music to life and focusing on listening and analysis.