The Application of the Kodály Teaching Method in Chinese Primary School Music Classes

Aim: This study aims to investigate the current implementation and localization effects of the Kodály teaching method in Chinese primary school music classrooms. Research Design: Adopting a qualitative research design, the study conducted in-depth interviews and thematic analysis with four music teachers from Shanxi Province who possess professional musical backgrounds. The research systematically explores the practical impact of this method on daily lesson planning, students' creative output, and classroom interaction. Results: The findings indicate that the Kodály method — through its emphasis on hand signs, rhythmic training, and multi-sensory engagement — significantly enhances students’ pitch accuracy, teamwork, and overall interest in music. Although challenges such as memorization difficulties among younger students and asynchrony between gestures and pitch were identified during implementation, educators successfully localized the approach by integrating multimedia aids and adapting traditional Chinese folk songs. This study fills a research gap regarding the application of the Kodály method in rural Chinese primary schools, confirms its practical value in improving music education quality, and provides essential references for future curriculum optimization and teacher professional development.