By Chris Andrews MA, BMus (Hons), PGCE, LTCL - Director of Music at Feltonfleet
As a younger teacher, I knew my pupils enjoyed music class, but something felt amiss. Those who played instruments gained something tangible, but for others, the learning felt less permanent. Even choir members in Years 7 and 8, who could learn songs beautifully by ear, were slowed by an inability to read music from the page. I wanted more for all my pupils: not just a love for music but a solid foundation of musical literacy they could carry with them for life.
The turning point came when I observed a new colleague’s lesson. Her approach was unlike anything I had ever seen. It was playful and joyful, yet deeply rigorous, with a structure that covered multiple skills in a single lesson. Inspired by the philosophies of Hungarian musician Zoltán Kodály, this approach transformed my understanding of what music education could be. It was thorough, accessible, and entirely child-friendly - a revelation.
A New Approach to Music Education
Kodály’s philosophies shifted Feltonfleet’s music curriculum from topic-based learning to a cumulative skill tree. Pitch is taught using solfege (e.g. do, re, mi) and rhythm using time names (e.g. ta, ti-ti), with each new concept introduced in a carefully sequenced order that is logical for children. Each new pitch and rhythm are then practised through performing, reading, writing, dictation, part-work, composing and improvising. This skill development is interspersed with singing games that subconsciously prepare pupils for the next concept. To the casual observer, lessons are full of songs and games, but they are underpinned by an intentional progression of skills.
The result? Every child develops musical literacy, not just those taking instrumental lessons. This approach ensures that children build a strong foundation in music, and become competent musicians.
The Impact on Pupils: Joy
Kodály advocated that music learning should be “a joy… and not a torture!”. Time is made in every lesson for play and laughter. Singing games gives everyone a break - including the teacher - and makes singing fun. For students, this is both powerful and essential. Joyful singing breeds comfort with their own voice, helps them embrace mistakes and feel safe to explore.
The progressive steps of a Kodály programme means all students are successful. This is a more profound type of joy: singing a pitch pattern correctly, mastering a clapping game or simply offering to sing on their own for the first time - these small successes build intrinsic motivation and are empowering, especially for those who do not play instruments. No iPads or gimmicks required - just a child’s voice and the realisation that music can belong to them too.
This philosophy has fostered genuine enthusiasm and long-term commitment to music at Feltonfleet. It saw the choirs become so large that we had to split them into four groups.
The Impact on Pupils: Long-Term, Usable Skill
By Year 8, Feltonfleet pupils possess an exciting level of musical skill. This includes sight-singing, recognising tonalities and intervals by ear, notating songs in different keys and rhythm dictation at post-GCSE level - to name a few.
The tools of a Kodály-inspired programme make complex musical ideas easy to explain. The approach has empowered our students with skills that - as a younger teacher - I could only dream of.
The Impact on Pupils: Removing Barriers and Improving Retention
There are two big challenges for the beginner instrumentalist: the physicality of the instrument itself and reading music. At Feltonfleet, specialist Kodály teaching begins in pre-prep, so by the time children start learning an instrument, they already have a grounding in notation. This reduces one of the hurdles, making the process less overwhelming and more enjoyable.
Since implementing a Kodály-inspired approach, the retention rate for instrumental lessons has soared. Over 2-3 years, we saw such significant growth that we increased the number of visiting music teachers from 10 to 16.
The Kodály-inspired approach
has revolutionised music at
Feltonfleet, making music
accessible to every child.
Director of Music | Chris Andrews
The Impact on Pupils: Upskilling
A misconception in music education is that this approach is only for young children, but the progression extends to adulthood. As a postgraduate pianist, I considered myself a competent musician, but attending my first summer school with the British Kodály Academy (BKA) showed how many holes there were in my own abilities. A decade later, I enjoy the enormous privilege of working as one of those tutors myself, both with the BKA and NYCOS (National Youth Choirs of Scotland), who both provide excellent training.
Beyond Music: Wider Benefits of Kodály-Inspired Learning
The benefits of this approach extend far beyond music. Research collated by Susam Hallam shows that children who engage with a structured music programme gain advantages across all subjects, even after accounting for general intelligence. Music training enhances the brain’s encoding of sound, improving auditory processing and memory. The benefits for dyslexic students is well-documented by Professor Usha Goswami (Cambridge University) - notably in the way rhythm is taught by breaking down word patterns.
Furthermore, children with musical training exhibit better verbal learning and retention abilities, a critical skill for success in literacy and communication. Group music-making also fosters social inclusion, with frequent participation in musical activities contributing to a strong sense of community and belonging.
At Feltonfleet, these benefits are not just theoretical. Singing assemblies, for instance, have become a highlight of the week, with staff often attending even when they don’t need to. The joy of collective music-making is infectious, creating an uplifting and cohesive school atmosphere.
A Revolution in Music Education
The Kodály-inspired approach has revolutionised music at Feltonfleet. It equips pupils with robust and transferable skills, instils a deep understanding of music, and cultivates a love for the subject that lasts a lifetime. More importantly, it makes music accessible to every child.
Article published in the Hatchette Learning Guide to Preparatory Schools 2025.
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