The three most famous and influential music education systems in the world:

1. Dalcroze Music Education in Switzerland

Famous Swiss composer , music educator Emile Jaques-Dalcroze founded the earliest music education system in the 20th century. This nearly hundred-year-old music education system has had a profound impact on various music education reform ideas and systems that emerged and formed in the 20th century. The Dalcroze Method teaches children to understand complex rhythms. When hearing music, children will dance to the rhythm. By mobilizing their vision, hearing, and feeling in a unified way, and moving with the music, children will get a complete musical experience, and at the same time, children also need to concentrate and remember. Dalcroze's educational principles also formed the basis of Kodaly teaching method and Orff teaching method.

Dalcroze also emphasized the importance of improvisational activities in creative music education activities. Improvisational activities are creative musical behaviors that involve instant musical expression and musical judgment. In improvisation or performance, it is not only necessary to have a certain degree of musical expression, but also to have rich imagination, sensitive reaction ability and smooth musical thinking. It is necessary to weigh and deal with issues such as pitch, rhythm, timbre, and intensity that occur at the same time. The most important ones are auditory judgment, sensitivity, and creativity. This learning content reflects the essence of music learning and the role of music education in cultivating the highest level of human ability-creative ability.

Today’s improvisation is no longer just improvisational composition on the piano. It has become a practical teaching activity that uses various teaching methods to accompany each link and the entire process of music learning to cultivate imagination and creativity. . Improvisational music activities can begin on a child’s first day of music learning. During activities, adults should be good at inspiring and inducing children to enter the state and arouse interest, and ultimately enable them to create their own imagination and expression out of spontaneous and natural emotions. This is the purpose of impromptu music activities. It can be seen from practice that impromptu music activities have unlimited development prospects in the development and training of children's musical potential.

2. Kodaly Music Education in Hungary

In 1988, the International Association for the Assessment of Educational Achievement conducted tests around the world to evaluate the scientific level of 14-year-old children. The top three countries are Hungary, Japan and the Netherlands. This result is due to the fact that music training has always been part of the basic curriculum from kindergarten to high school in these countries. This also prompted the United States to include music courses as one of the core subjects of the basic curriculum when it revised its education bill in 2000. Among them, Hungarian music education adopts the Kodaly teaching method. And it was unforgettable that their children were able to sing the chorus with beautiful voices without much rehearsal.

Zoltan Kodaly (1882-1967) was a famous Hungarian composer, national musician, and music educator. The "Kodaly teaching method" named after him is one of the most popular methods in the contemporary world. One of the most influential music education systems. His education system has profound educational philosophy, high standards of art and aesthetic requirements, and explores a series of fundamental issues in music education concepts and practices, such as the relationship between art education and people's own growth and all-round development; The role of music culture in all knowledge and culture; the significance of national folk music in music education; the relationship between inheriting national traditions and learning excellent human art and culture; how to learn from the excellent traditions of predecessors and foreign countries, etc. The thousands of singing and music-reading exercises that Kodaly wrote for children of different levels over the decades are known as the "gold reserve" in Hungary. Since the 1960s, this teaching method has spread rapidly to many countries in Europe, America, Asia, and Oceania. His educational ideas and teaching principles have had a huge impact on music around the world. The main content of its teaching method is the first-key solfa, Colvin gesture, rhythm solfa, rhythm and solfa abbreviation.

Hungarian schools have a long history of carrying out music education. In the past hundred years, the Kodaly teaching method has been widely adopted in the theory and practice of music education. Their musicality is extensive and sophisticated, because Hungarians believe that music is the soul and core of children's education.

In a regular school, children have music lessons twice a week. In a music school, there are music lessons every day, and children have the opportunity to learn an instrument. Music lessons also include listening, improvisation, music reading, etc. Hungarian educators firmly believe that music has a direct internal connection with mathematics and natural sciences. They believe that music can help children's logic and critical thinking, and that the process of learning music can develop a complete personality. Therefore, great achievements have been made.

3. Orff Music Education in Germany

The Orff music education system was created by the German composer Carl Orff (1895-1982). Orff music education advocates elemental music thought. He believes that elemental music is by no means just a separate piece of music, but a holistic art that integrates music, dance, and language. Through these holistic arts activities, along with rhythmic instruments such as drums, wooden hammers, blocks, and bells, children learn musical structure and how to keep the same beat. This approach is a team experience where children learn to participate in team work through singing, games, rhymes, dancing and other activities.

The most prominent and important one in Orff's system is the principle of improvisation. Orff believed that improvisation was the oldest and most natural form of musical expression and the most direct form of emotional expression. Orff's teaching activities develop children's musical experience and ability to create music in the form of improvisational activities through children's active participation and singing practice.

Orff emphasized that music education should pay attention to the impact of the creative process on people and the feelings and experiences brought to people by aesthetic experience. This is exactly the difference from professional music education. There is no right or wrong in musical creative activities, but it allows them to experience the fun of discovery and exploration, the joy of success, express their originality and personality, and enrich their experience. In research on creative activities, we have also found that children who can express themselves freely and fully vent their emotions can easily relieve psychological tension and gain emotional freedom and the ability to adapt to the environment. And this will bring them a lifetime of happiness, confidence and success. This is also the most valuable revelation brought to us by the creative musical activities of Kodaly and Orff.

Orff’s elemental thought makes music truly return to the pursuit of human nature. Orff's hometown is Germany, so many teaching activities are based on the language, nursery rhymes, proverbs, folk songs and dances of his hometown as basic teaching materials. He proposed that every different nation and region should adopt this approach. It seems that both of them pay great attention to the use of national and folk music. At present, many kindergartens in China adopt Orff music teaching.