A Qualitative Comparison of The Kodály Method by Lois Choksy and Kodály Today by Mícheál Houlahan and Philip Tacka
Corrie Box
Texas State University-San Marcos corrie@corriebox.com
ABSTRACT
The purpose of this study was to compare two North American adaptations of the
Kodály philosophy. The Kodály Method (1999) by Lois Choksy and Kodály Today
(2008) by Mícheál Houlahan and Philip Tacka were the subjects of qualitative analysis. Curriculum context was established through published sources and author communication concerning vision and purpose for each respective curriculum.
Coding techniques were used through the process of unitization. Each page was considered a separate data unit and assigned a category code. Codes were grouped together to identify emerging themes that included:
 Curriculum (Curriculum Development, Curriculum Implementation,
Evaluation, Pedagogical Tools, Song Material, Song Material Development)
 Music Concepts (Melody, Rhythm, Sound Characteristics, Harmony)
 Music Skills (Creative Expression, Listening, Literacy)
 Organization (Book, Front Matter, Index, Resources)
 Performance (Choral Literature, Choral Performance, Instruments,
Movement, Part-work, Singing)
 Personal Perspectives (Historical Background, Philosophy)
Results from the category assignments along with the chapter information were entered into software called PASW 18.0 Statistical Analysis Software. Data were analyzed for the mode of each chapter and category code. Statistical results were compared to the vision and context expressed by personal communication. Thirdparty observers, Dr. Jerry L. Jaccard and Patty Moreno, were interviewed to inform and validate analysis. Results from personal communication, summative and statistical analysis were merged to explore commonalities and differences.
Similarities arose in areas supportive of the foundational pedagogical philosophy and beliefs of the Kodály Context. Some consistency was observed between curriculum purpose expressed during personal communication with the author(s) and results from frequency analysis of categories. Differences appeared to stem from variations in curriculum context and purpose. More specific differences were evident in the questioning process and pedagogical sequence. Other available resources published by the authors also seemed to influence content. Implications for future research include a greater use of the role of context as a foundation for analysis of both curriculum and teaching techniques. Recognition of previous pedagogical progress informs potential future development.

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