The Szilvay Foundation Colourstrings Music
Kindergarten Teacher Training
Prospectus
INTRODUCTION to the Colourstrings Approach
What is Colourstrings?
Colourstrings is an approach to music teaching, which has evolved from the teachings of Kodály.
It was developed in the 1970s by Dr Géza Szilvay, Director of the East Helsinki Music Institute
and Violin Teacher at the Sibelius Academy in Finland. At Colourstrings classes, great emphasis
is placed on developing a child’s inner hearing using relative solfa (with a movable DO).
Teaching is made as child-friendly and fun as possible. Pictures, stories and games bring alive the
musical points, so that the children learn unconsciously and effortlessly. The musical results that
Géza Szilvay has achieved with children in Finland are unique and quite extraordinary. Now in
UK and across the world the same approach enables from Australia to the Faroe Islands to begin
their musicianship journey from a very young age.
What is solfa?
At Colourstrings we use relative solfa with a movable DO. This means that DO can be any note
and the scale is then built up from DO e.g. do re mi fa so la ti do (or from LA in the case of the
minor scale). Each solfa name has its own hand sign. Children are then able to experience
intervals eg so to mi, so to do for any pitch depending on the DO. Hand signs give a visual aid
that helps to pitch the solfa names relatively. Children can do this from written notes or hand
signs and, conversely, can visualise a written note or interval that is heard. Songs can be sung
with words, in solfa or silently (“in our heads”).
For a child in Music Kindergarten who then progresses to learning an instrument, keys and note
names are avoided for the first 1-2 years. Note names and keys can be explained once a child has
had the opportunity to explore the world of music and different tonalities through transposition
and transformation, improvisation and composition.
Colourstrings is child centred
Colourstrings is a child-centred approach. Colourstrings classes are fun. The children are barely
aware that they are learning anything at all, while in fact they are absorbing a great deal in an
enjoyable and stimulating way. Right from the start children receive the foundations for a
musical training that will provide a lifetime's resource. The earlier children start, the greater the
benefit and the benefits are not only musical. Children who have attended Colourstrings classes
have better concentration and memory, and more developed psycho-motor and social skills, as
well as musical skills. We also recognise the importance of the relationship between parent or
carer and child. What is done at home is key in the development of the child as a person and as a
musician.
The Singing Rascal books and CDs
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The Singing Rascals books and CDs form the core Colourstrings material. The CDs set a story
within which each song in each book is sung by a child, sung in solfa and then played in an
arrangement by the Helsinki Junior Strings. There are five books and 3 CDs covering 2 books
each. The `Rascals' books consist of nursery and folk songs, and other tunes. They are designed
to cover all the basic principles of music: sound and silence; high and low (pitch); long and short
(rhythm/duration); tempo; dynamics; character/style. The series also covers the pentatonic scale,
do-do (major scale), la-la (natural minor scale) and rhythm names. Parents sing or use the CDs
with their child at home. In the Music Kindergarten the tunes are used again and again, to convey
various musical ideas in an enjoyable yet organised, but half-conscious, way.
Unconscious to semi-conscious to fully conscious
All the early work takes place on an unconscious level. For example, a lot of work with children
under 3 years old emphasises the pulse of the music. We pat or rock as we sing the song while the
pulse is experienced unconsciously. As the children get older, musical concepts are explained in a
semi-conscious way, and eventually are made fully conscious. At around the age of 3, pulse can be
made semi-conscious by introducing Mummy Bear who walks ta ta ta ta (ta is a crotchet and ti-ti is
two quavers). Pulse might be made fully conscious for the 4-5 age group, by not only clapping the
rhythms but by saying ta and ti-ti and by learning to write ta and ti-ti on the board. All musical ideas
and concepts are introduced this progressive way. The child experiences the concept long before
articulating what it means. Only once the child is at school age, or learning an instrument, does the
material begin to become conscious.
In the UK
In the UK, children normally begin music kindergarten at 1-2 or 2-3 years. They continue until
they are ready to learn an instrument. 5 or 6 years is considered to be the best age for starting an
instrument, so long as the child has attended at least one year of Music Kindergarten..
Colourstrings instrumental tutor books exist for violin/viola, 'cello, mini-bass, piano, guitar, flute
and recorder.
The Role of the Teacher
The role of the Colourstrings Music Kindergarten teacher is to create a warm and positive
environment in which children aged 1-7 years can learn musical skills and develop their `inner
ear' in an enjoyable, sociable and constructive way with the help of high quality materials and the
backing and support of a thoroughly committed organisation.
When you enrol on the courses for CSAK (Cert.) (Levels 1 & 2), the training you receive will
equip you to start teaching Colourstrings Music Kindergarten in schools or set up private classes.
As with any teaching, the learning process continues for the rest of one's life and you are advised
to continue with further training courses and workshops/seminars as they arise. It may be that
your enthusiasm leads you to relearn an instrument you had put away and forgotten, or
encourages you to join a local choir. Music is most fun and enjoyable when it is shared with
others.
Colourstrings Associate Teacher Kindergarten (Certificate) Level 1
CSAK (Cert.)
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This course leads to the Associate Teacher (Certificate) qualification. Teachers who gain this
qualification are authorised by The Szilvay Foundation to teach Colourstrings Music
Kindergarten to babies and children aged up to 4 years. A further course, leading to
Colourstrings (Level 2) Certificate, authorises teachers to teach Colourstrings Music
Kindergarten to children aged 4-7 years. Details of this course are in a separate pack.
NOTE: You do not have to qualify as an Associate Teacher: you may only want to attend the
Introductory 5-day Course. However, if you wish to work as a Colourstrings teacher, you must
complete the whole training course and qualify.
Entry Requirements for the Certificate:
Prospective teachers should be able to demonstrate a level working towards Grade V in an
instrument or voice + a Grade V theory level of understanding. They may be expected to
perform to this standard or beyond in the performance assessment at the end of the course. It is
essential to have a confident and clear singing voice.
Note:
Would-be teachers who do not meet the above entry requirement may teach if they work with a
musician who has also trained in this approach. Such teachers will be awarded a Course
Certificate to show they have completed a part of the training. By these means, the Szilvay
Foundation seeks to give recognition to the fact that the teaching of under-7s is a specialised
subject area and requires strong non-musical skills as well as musical ones. Would-be teachers
who fall into this category will be accepted on the Certificate course at the Foundation's
discretion.
The Kindergarten Training Programme
CSAK (Cert.)
To gain the CSAK (Cert) Level 1 you must attend and participate in all of the five day
introductory course PLUS three follow up weekend seminars and complete the written
work set to a satisfactory standard. You must also pass a Performance and Musicianship
Assessment at the end of the third weekend workshop.
You will also need to do:
 a total of 5 days' observation (including note-taking),
 short practical assignments during the 5-day course and workshops
 written work set during workshops to be submitted by dates required by the tutors (see below)
Also strongly recommended:
 attendance at 1x International Summer School (London, August)
 further training in Kodály musicianship
Post-Course:
Submission of video of own teaching or visit by a tutor.
A satisfactory report of teaching practice
Certificated Teachers are required to register (£20 annual fee)
Attendance at refresher workshops
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The Kindergarten Training Programme CSAK (Cert.) Level 1
Course content
The training sessions are participatory in approach and include the following aspects:
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Introduction - "What is Colourstrings?"
Kodály principles
Colourstrings principles
Daily solfa classes
Colourstrings Music Kindergarten - demonstrations and participatory sessions
Working with small children, child development, pedagogy, elementary psychology of
learning
Successful communication as a teacher and professional (the importance of language, body
language, positive attitude, etc.)
Sourcing materials
Planning and targets
Background reading and resource books, magazines
Developing a professional approach
A short practical assignment (during the course)
An introduction to Dalcroze Eurhythmics
Video clips
Individual attention on areas to develop
The link to the instrumental methods
Practical advice on setting up a kindergarten practice
Written and Other Course Work (to be completed after the 3 follow up workshops)
Teachers are required to:
 write an essay of 3000 words
 write Lesson Plans for under-2’s, Under 3's and 3-4 years
 answer a question paper on specific aspects of pedagogy and psychology
 write a short summary of a book on child psychology or child development
 prepare a one-hour workshop for parents
 make notes on observations of Colourstrings classes
 write a flier or information brochure advertising Colourstrings Music Kindergarten classes
 write a short report on the five-day course undertaken
 write an evaluation of their teaching experience including a description of age ranges and
levels
 write a term’s evaluation of their own teaching in their first year of practice
 submit copies of actual lesson plans used in teaching
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The Kindergarten Training Programme CSAK (Cert.)
Course fees
Fees may be paid in instalments. (Bursaries may be available from educational organisations such
as ESTA or EPTA.)
Associate Teacher (Certificate) & Non-Qualifying Fees
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Introductory 5-day course
£400.00
Three weekend follow up course
£400.00
Total cost of CSAK (Cert.) course & award:
£800.00
Workshop content
(Subject to change, according to course schedule)
Workshop 1 (10 hours)
Repertoire for Under-3's
Developing ideas for the LA Singing Rascals books
Singing and use of the voice, working with children’s voices
Psychology in teaching
Child development and stages of learning
Baby classes
Solfa (3 hours)
Workshop 2 (10 hours)
Lesson planning
Repertoire for 3-4 year olds
Teaching by topic
Developing ideas for the DO Singing Rascals book
Singing and use of the voice, including performance
Solfa
Workshop 3 (10 hours) including musicianship assessment
Setting targets, musical development
Use of Percussion
Setting up a Kindergarten Practice
Developing a professional approach
Performance assessment (if required)
Solfa
Musicianship test of the solfa course prepared during the weekends
Solfa training
A core part of the Kindergarten (KG) training is training in solfa. You will receive 6 hours’ solfa
tuition on the introductory course and 3 hours on each of the 3 follow up weekends.
Learning about solfa may seem like going back to the beginning, especially if you have had
professional music training. We go back to the basics to learn the language of solfa so you will feel
confident when using it with children.
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The whole Kodály approach is very different to a traditional Western classical training in its thinking
and philosophy. It considers musical details from the “inside” in a way with which most of us are
unfamiliar; but many brilliant and highly trained musicians recognise its value and feel it has opened
a door to a way of hearing that they had not previously experienced. It has also given access to many
adult learners who felt left outside of the world of music and helped them to become musicians… a
key and a door.
Solfa has its roots in the work of an 11th century monk who devised it to help monks learn plain chant,
with interesting repercussions for the development of western musical practice and theory. Solfa was
very much a part of the training of Italian and French musicians, reaching a peak in the 19th century.
AIMS OF SOLFA TRAINING ON THIS COURSE:
 To develop an elementary fluency in tonic solfa through the experience of varied song
repertoire.
 To further develop this fluency and get a deeper understanding of the Kodàly/solfa approach
through exercises and games aimed at working on musicianship skills.
Materials used: children’s songs, folksongs, Kodály material (333s and 77s), solfa and classical
examples, canons
SKILLS ACHIEVED DURING COURSE:
 Solfa fluency and hand signs
 Intonation
 Quality of singing phrasing and musicality
 Inner hearing
 Memory
 Two part hearing
 Improvisation
 Working and playing with form and structure
 Ensemble singing
 Rhythmic skills
 Conducting (simple patterns)
ASSESSMENT
Aims:
By the third weekend of the follow up course, students should be able to demonstrate:
 a basic fluency in solfa eg sing a folksong song in solfa (major or minor)
 Singing in tune with an awareness of the need to correct tuning
 musical awareness in phrasing and expression
 motivation and good preparation
Objectives: By the end of the course, students are expected to be able to:
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sing a do and a la, a re and a so pentatonic song in solfa from memory with words and then
with hand signs.
sing a pentatonic scale from do, and re and mi and all the notes of the pentatonic scale;
starting on same pitch
identify a pentatonic scale from hearing it on the piano
demonstrate polyphonic hearing by singing a Kodály 333 exercise and clapping the rhythm
two beats behind, or adding a rhythm ostinato; or being able to sing the melody and play it in
canon on the piano.
demonstrate a harmonic awareness by singing one part of a two part Kodály 77 while
experiencing the other
read solfa from the stave
write an 8-bar rhythm in 2-time from dictation and in stick notation
Recommended Reading
Vinden, Yuko & David, Songs for Singing and Musicianship Training
The Kodaly Centre of London (Tel/fax: 01923 821 526)
Forrai, Katalin, Music in Pre-school (available through British Kodaly Academy)
Singing Rascals Books (Pentatonic, LA and DO) - Essential reading, available on course or from:
Colourstrings International Ltd, Book & CD Dept, 4 Ullswater Close, London, SW15 3RF, UK
Tel: +44 (0)20 8546 0114; E: [email protected]; W: www.colourstringsbooks.com
Geoghegan, Lucinda Singing Games and Rhymes for Early Years, National Youth Choir of
Scotland, ISBN 0-9538261-0-4 www.nycos.co.uk
Solfa
Skottowe Earl, Gillian, With music in Mind , British Kodaly Academy
Vajda, Cecilia, The Kodály Way to Music, Boosey and Hawkes
Kodály, Z., 333s Reading exercises - Boosey & Hawkes Essential reading
Bicinia Hungarica Vol 1(2,3,4)Let us sing correctly
77 two part exercises
For further information contact
Tony Di Marco
Adv. Cert Ed. MHCIMA, MRSH, FCFA
Colourstrings Kindergarten Training Administrator
One The Tatt
Yalding
Kent ME18 6HT
Phone & Fax: 01622 815578
E-mail: [email protected]
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