References / Referencias
- Angeli, M. M. (2020). Music education transformation: How Orff, Kodaly, and Suzuki promote academic success [Unpublished masters theses]. Liberty University, School of Music.
- Boucher, H. (2019). For a cultural adaptation of the Kodaly approach for. The Canadian Music Educator, 60(3), 14–22. https://go.gale.com/ps/i.do?p=AONE&u=anon~1591dce6&id=GALE|A678962619&v=2.1&it=r&sid=googleScholar&asid=b219c8f3
- Burnard, P. (2012). Musical creativities in practice. Oxford University Press.
- Chandler, M. D. (2018). Improvisation in elementary general music: A review of the literature. Update: Applications of Research in Music Education, 37(1), 42–48. https://doi.org/https://doi.org/10.1177/2F8755123318763002
- Chao, Z., & Karin, K. (2019). Erhu pedagogy in selected universities in Gui Zhou Province in China [Unpublished doctoral dissertation]. Mahasarakham University.
- Chen, R. (2015). Path to raise cultural soft power in kindergarten national folk music education. Journal of Hubei University of Education, 3, 32. http://en.cnki.com.cn/Article_en/CJFDTOTAL-PXYJ201503032.htm
- Choksy, L., Abramson, R. M., Gillespie, A. E., Woods, D., & York, F. (2001). Teaching music in the twenty-first century. Pearson College Division.
- Christiner, M., & Reiterer, S. M. (2018). Early influence of musical abilities and working memory on speech imitation abilities: Study with pre-school children. Brain Sciences, 8(9), 169. https://doi.org/https://doi.org/10.3390/brainsci8090169
- Degé, F., Wehrum, S., Stark, R., & Schwarzer, G. (2011). The influence of two years of school music training in secondary school on visual and auditory memory. European Journal of Developmental Psychology, 8(5), 608–623. https://doi.org/https://doi.org/10.1080/17405629.2011.590668
- Dunbar, L., & Cooper, S. (2020). Speaking the same language: How the Kodály method promotes disciplinary literacy. General Music Today, 34(1), 14–20. https://doi.org/https://doi.org/10.1177/1048371320909804
- Garić, G. B. G. (2017). The influence of the factors of heritage, environment, age and gender on the development of musical abilities of preschool children–theoretical perspective. Teaching Innovations, 30(4), 84–98. https://doi.org/https://doi.org/10.5937/inovacije1704084G
- Gordon, E. (1967). The musical aptitude profile. Music Educators Journal, 53(6), 52–54. https://doi.org/https://doi.org/10.2307/3390915
- Gruhn, W., Haußmann, M., Herb, U., Minkner, C., Röttger, K., & Gollhofer, A. (2012). The development of motor coordination and musical abilities in pre-school children. Arts Biomechanics, 1(2), 89–103.
- Hallam, S. (2010). The power of music: Its impact on the intellectual, social and personal development of children and young people. International Journal of Music Education, 28(3), 269–289. https://doi.org/https://doi.org/10.1177/0255761410370658
- Hunter, B. P. (2019). A multi-case study of Orff Schulwerk teachers’ use of improvisation in the upper elementary school general music classroom [Unpublished doctoral dissertation]. Rutgers University-Mason Gross School of the Arts.
- Ireland, K., Parker, A., Foster, N., & Penhune, V. (2018). Rhythm and melody tasks for school-aged children with and without musical training: Age-equivalent scores and reliability. Frontiers in Psychology, 9, 426. https://doi.org/https://doi.org/10.3389/fpsyg.2018.00426
- Jaschke, A. C., Eggermont, L. H., Honing, H., & Scherder, E. J. (2013). Music education and its effect on intellectual abilities in children: A systematic review. Reviews in the Neurosciences, 24(6), 665–675. https://doi.org/https://doi.org/10.1515/revneuro-2013-0023
- Johnson, D. (2017). How Orff is your Schulwerk? Musicworks: Journal of the Australian Council of Orff Schulwerk, 22, 9–14.
- Koutsoupidou, T. (2005). Improvisation in the English primary music classroom: Teachers’ perceptions and practices. Music Education Research, 7(3), 363–381. https://doi.org/https://doi.org/10.1080/14613800500324432
- MacGlone, U. M. (2020). Developing music improvisation workshops for preschool children through action research. Edinburgh College of Art Thesis and Dissertation Collection.
- Mete, M., & Dündar, M. (2020). The effect of Kodaly method on the musical knowledge and skills of preservice teachers. Elementary Education Online, 19(4), 2053–2073. https://doi.org/https://doi.org/10.17051/ilkonline.2020.763316
- Odunuga, A., & Ayeyemi, E. (2020). Effective teaching strategies for music literacy in elementary schools. Journal of Nigerian Music Education, 11(1), 1–17. https://www.nigerianjournalsonline.com/index.php/jonmed/article/view/1231/1214
- Orff, C. (1931). Movement and music education as a unity. M. Kugler (Ed.), Elemental dance - elemental music: The Munich Günther School 1924–1944. ( M. Murray, trans., pp. 146–148). Schott Music Corporation.
- Pitt-Smith, Z. (2017). Orff-Schulwerk in the urban middle school classroom [Unpublished doctoral dissertation]. San Francisco State University.
- Sheridan, M. M. (2019). The Kodály concept in the United States: Early American adaptations to recent evolutions. Journal of Historical Research in Music Education, 41(1), 55–72. https://doi.org/https://doi.org/10.1177/1536600618787481
- Spitz, E. (2019). From Idea to Institution: The Development and Dissemination of the Orff-Schulwerk from Germany to the United States. Current Musicology, 104. https://doi.org/https://doi.org/10.7916/cm.v0i104.5390
- Stolić, J. (2015). The development of preschool children’s musical abilities through specific types of musical activities. Research in Pedagogy, 5(2), 31–44. https://doi.org/https://doi.org/10.17810/2015.14
- Sun, H. (2017). Study on Orff’s music teaching method. In 2017 International Conference on Innovations in Economic Management and Social Science (IEMSS 2017) (pp. 1365–1369). Atlantis Press. https://doi.org/https://doi.org/10.2991/iemss-17.2017.251
- Thompson, W. F., & Schellenberg, E. G. (2006). The development of musical abilities. In R. Colwell (Ed.), MENC handbook of musical cognition and development (pp. 124–164). Oxford University Press.
- Tiszai, L. (2015). Kodály approach in the crossroad of education and therapy. Voices: A World Forum for Music Therapy, 15(2), 1–7. https://doi.org/https://doi.org/10.15845/voices.v15i2.804
- Trainor, L. J., & Hannon, E. E. (2013). Musical development. In D. Deutsch (Ed.), The psychology of music (pp. 423–497). Elsevier Academic Press. https://doi.org/https://doi.org/10.1016/B978-0-12-381460-9.00011-0
- Wang, A. G. (2006). The practice of artstic education: Music education reform and policy development in mainland China. In Beijing International forum on music education 2006: A dialogue on research and policy development (pp. 6–13).
- Xiao, B. Y. J. N. (2010). Two sides of one coin: The combination of Orff and Kodály in music teaching. Journal of Xinjiang Education Institute, 2, 19.
- Yu, Z., & Leung, B. W. (2019). Music teachers and their implementation of the new music curriculum standards in China. International Journal of Music Education, 37(2), 178–197. https://doi.org/https://doi.org/10.1177/2F0255761418820647
- Zachopoulou, E., Derri, V., Chatzopoulos, D., & Ellinoudis, T. (2003). Application of Orff and Dalcroze activities in preschool children: Do they affect the level of rhythmic ability? The Physical Educator, 60(2), 50–57.