Compared to other music education methods in our country, the lesser Kodály method is different and important since it is a system, not an approach. One of the most important factors that make this difference is that it is effective in solfege education. The Kodály method is a whole where every requirement is meticulously determined in the way of learning music and every stage is carefully constructed to respond to these needs. Early music education occupies an important place in the method, based on the opinion that its basic instrument is the voice of each individual, where the importance of active participation in music education is always emphasized, the development of hearing skills and the increase of musical literacy are aimed. In this system, it is aimed to educate literate individuals in the musical sense in the process starting from childhood to adulthood. The importance of early music education for the training of well-educated and cultured singers is undeniable. Considering that students are accepted to departments related to Voice Education in our country at the undergraduate level, it is foreseen that the achievements of this system will contribute to the professional singers of the future both in ensemble works and musical creativity, improvement and interpretation. The present study aimed to design a sample course modeling in line with the principles of Kodaly Education Pedagogy. In accordance with Bloom's Taxonomy, that is, the Full Learning Model, Kodaly's Fonomimi, Weighing, Finger Portrait, Tonic Sol-Fa, Stick Notation, and a model study based on hearing and improvization have been introduced. The study seeks to answer the question of how to plan a sample music lesson with cognitive, affective and psychomotor activities that serve the principles of full learning by using these techniques of Kodaly.
Music Education, Music Literacy, Kodally Pedagogy, Singing