There is no complete spiritual life without music, for the human soul has regions which can be illuminated only by music.
Zoltan KodalyRead
Teach music and singing at school in such a way that it is not a torture but a joy for the pupil; instill a thirst for finer music in him, a thirst which will last for a lifetime.
Interpretation
Music education should be enjoyable and inspire a lifelong appreciation for music.
Zoltan Kodaly emphasizes the importance of making music education a joyful experience rather than a burden for students. He advocates for instilling a lasting passion for music in young learners, suggesting that a positive foundation in music can lead to a lifelong appreciation and pursuit of musical enjoyment and understanding.
In practice
During a speech at an education conference about innovative teaching methods.
There is no complete spiritual life without music, for the human soul has regions which can be illuminated only by music.
Let us take our children seriously! Everything else follows from this... only the best is good enough for a child.
Our age of mechanization leads along a road ending with man himself as a machine. Only the spirit of singing can save us from this fate.
Often a single experience will open the young soul to music for a whole lifetime
To teach a child an instrument without first giving him preparatory training and without developing singing, reading and dictating to the highest level along with the playing is to build upon sand.
If I can write a book that will help the world make a little more sense to a teen, then that's why I was put on the planet.
Usually kids who are talented have the brashness to think they can do anything, but they don't often get the chance to see how close they can come.
And suddenly, I realized the system that I was in did not know what intelligence was, didn't know how to identify smart and not smart. They called me the best, when I knew I wasn't, and they called him the worst, when he was the best. I mean, there could be no more antipodal environment. So I began to question: What is intelligence? Who says? Who says you're smart? Who says you're not smart? And what do they mean by that?
Whatβs strange is how many beginning writers seem to think that grammar is irrelevant, or that they are somehow above or beyond this subject more fit for a schoolchild than the future author of great literature.
I am moreover inclined to be concise when I reflect on the constant occupation of the citizens in public and private affairs, so that in their few leisure moments they may read and understand as much as possible.
Kids need to encounter kids like themselves - kids who can sometimes be crabby and fresh and rebellious, kids who talk back and disobey, tell fibs and get into trouble, and are nonetheless still likable and redeemable.
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