Abstract

This study of Hungarian music education systematically explores its evolution, policies, pedagogy, and availability, thereby closing a gap in the literature. This large-scale study explores its theme through laws, archival and secondary sources on schools, educators, approaches and textbooks, as well as published articles. The data is presented in a narrative style, and includes individual experiences, as well as national political forces. Music has been a public school subject for its perceived aesthetic and moral values, and to raise a musically literate population. However, the results of teaching music to children have been inconsistent. Historically, exceptional educators’ results were positive, even when using foreign approaches and musical materials. The Kodály approach, which emerged in the middle of the 20th century in Hungary, embraces the singing of Hungarian and other folk songs, solfège, and listening to art music, as vehicles toward preserving Hungarian folk culture and to teach musical literacy. It has been implemented successfully in some public schools in Hungary and internationally. However, the majority of public schools teach music poorly, largely due to inadequate teacher training and improperly designed curricula. Better advocacy, teacher training, along with updated content could remedy this situation.