“Thaifying” Kodály: Developing an Applied Prototype Pedagogical Method for 7th-Grade Students in Thailand
Issued Date
2025-01-01
Resource Type
ISSN
26009366
eISSN
26009331
Scopus ID
2-s2.0-105035420942
Journal Title
Malaysian Journal of Music
Volume
14
Issue
1
Start Page
98
End Page
114
Rights Holder(s)
SCOPUS
Bibliographic Citation
Malaysian Journal of Music Vol.14 No.1 (2025) , 98-114
Suggested Citation
Jumneanpan W., Pidokrajt N. “Thaifying” Kodály: Developing an Applied Prototype Pedagogical Method for 7th-Grade Students in Thailand. Malaysian Journal of Music Vol.14 No.1 (2025) , 98-114. 114. doi:10.37134/MJM.VOL14.1.6.2025 Retrieved from: https://repository.li.mahidol.ac.th/handle/123456789/116236
Title
“Thaifying” Kodály: Developing an Applied Prototype Pedagogical Method for 7th-Grade Students in Thailand
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Author's Affiliation
Corresponding Author(s)
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Abstract
This study focused on creating an applied prototype of a Kodály-based pedagogical method for 7th-grade students in the Thai education system and on evaluating its implementation in a school in Central Thailand. The research objectives were: 1) to develop Kodály-based lessons to improve students’ musicianship skills; 2) to analyse the learning process of students taught with this approach; 3) to gather students’ views on the method; and 4) to obtain feedback from music educators, academics, and experts on its applicability. The sample comprised 18 students and 15 respondents from the music education community. The findings showed clear improvement in musicianship skills, and students reported increased confidence and engagement, suggesting that Kodály-based instruction can help make complex concepts more accessible. Feedback from the specialist group affirmed the method’s suitability for strengthening foundational skills and its adaptability within Thai educational settings. The applied prototype incorporates culturally grounded components, including a Thai song composed for this research, the use of Thai solfège, and the Thai quarter rest (yood). The study demonstrates how Kodály’s pedagogical principles may be reinterpreted through context-specific modifications and provides a model for culturally responsive music education.