● Introduction of the Kodály Method to Elementary Music Education in Taiwan

*Ying-Shu Liu, Arizona State University

Inter-cultural acceptance is the norm in Taiwan today. However, due to the political environment this was not the case before the 1980s. The situation changed with the coming of a democratic movement in 1987, when music education was liberated and opened to new ideas. A Hungarian music education method stimulated Taiwanese music educators to elevate the standard in elementary music education. The Kodály method arrived in Taiwan during that period. The purpose of this study was to examine the introduction of the Kodály method in Taiwan. The primary sources of information were first-hand interviews and correspondence with individual music educators, as well as original historical documents from music institutions and the government that directly influenced the development of the Kodály method in Taiwan. The interviews focused on music teachers who had received training in the Kodály method and individuals who were responsible for passing on the method in Taiwanese teacher training colleges, public schools, and private venues. The secondary sources of information for this study include journals, theses and dissertations, and unpublished materials such as bulletins and conference and workshop programs. Findings show that the Kodály movement in Taiwan experienced a seeding stage, a growth stage, and an expansion stage. During the seeding stage, some individual teachers invited foreign Kodály specialists to Taiwan to help their respective small circles of acquaintances. This pioneering struggle was aided by the return of many overseas Kodály program-trained Taiwanese music educators. These individuals formed a significant force that promoted the method nationwide and led the Kodály method from infancy into a growth stage. However, it was not until the formation of the Taiwan Kodály Society that the Taiwanese Kodály music educators joined forces to systematically expand the Kodály movement nationally and propel it into the expansion stage. The Kodály method was introduced into Taiwan during a period of significant political change similar to when Kodály propagated his music education approaches in Hungary. Kodály was successful in spreading his ideas and ideals through a team of his supporters and eventually the Hungarian government. Very little influence was felt when individuals introduced the method in Taiwan. Rather, it was only through a group effort that elementary music education was finally affected significantly.

台湾基础音乐教育中柯达伊教学法的引入

跨文化认同如今在台湾随处可见。然而，由于政治环境，这可不是20世纪80年代前的情况。形势的变化得益于1987年的民主运动，正是此时起，音乐教育获得了解放，迎来了开放的新思路。一个匈牙利的音乐教育方法激励了台湾音乐教育工作者，使得他们基础音乐教育的水准有所提升。柯达伊教学法就是那段时期传播到台湾的。
本研究的目的是探讨柯达伊教学法在台湾的引入。信息的主要来源是对音乐教育工作者的第一手访谈与信件往来，以及从直接影响了台湾柯达伊教学法发展的音乐机构和政府处获得的原始历史文件。访谈主要关注那些接受了柯达伊方法的音乐教师和在台湾师资培训学院、公立学校、以及私人机构负责传递培训方法的人。这项研究的次要信息源包括学报、论文和学术论文和未出版的材料，例如公报和会议和研讨会项目。  
调查结果显示，台湾柯达伊运动经历了播种阶段，成长阶段和扩展阶段。在播种阶段，一些老师邀请了外国的柯达伊专家到台湾帮助他们各自的小圈子对柯达伊形成初步的认识。这一创举获得了许多海外参加过柯达伊方案训练的台湾音乐教育工作者的帮助。这些人成为了全面推广柯达伊教学法至关重要的力量，并使其从婴儿期过渡到成长阶段。然而，直到台湾柯达伊学会成立，台湾柯达伊音乐教育工作者才联合起来，并有系统地扩大柯达伊运动，将其推向了扩张阶段。
柯达伊教学法在台湾的引入是在一段重大的政治变革时期，这与柯达伊在匈牙利传播这套音乐教育的方法的时期很相似。柯达伊成功地通过他的支持者团队传播了他的思想和理想，最终匈牙利政府也接受了他的理念。当一些人分别在台湾引入该教法的时候，几乎没有引起任何反响。而在通过集体努力之后，基础音乐教育最终受到了柯达伊教学法的深远影响。