Introductory music stimulates students' interest in music through song, rhythm, movement, listening and musical games.

The children are free to create and perform their own types of rhythm and discover the world of music as naturally as possible as they get to know the sounds of musical instruments through games, and not through structured and formal music lessons.


Children's songs develop the musical sense of a child, stimulating their sense of rhythm, enriching their spoken language, and offering enjoyment and joy through musical expression.

Our goal is to: create through action with music and movement and through rhythmic education. The systems we use as a basis are: Dalcrose, Kodaly, Orff.

1. Dalcroze Eurhythmics:

is a method of teaching music. The connection between sound and rhythm is better understood through body movement. It processes the natural human rhythms and connects them to musical rhythms in space, time and form. It approaches music through personal experience and observation. The system was developed by Swiss composer and educator Emile Jaques-Dalcroze (1865-1950).

2. Kodaly Method:

the key principle upon which Zoltan Kodaly's (1882-1967) approach to music education is based is the teaching of musical notation and reading music from a young age.

The children enter the world of music naturally by using their voice.

3. Orff System:

the continuum of music-movement-speech is the main idea behind the Orff system.

The goals are to:

  • Develop imagination, awareness and initiative.
  • Communicate.
  • Become aware of the body.
  • Develop music kinetics and verbal expression.
  • Experience rhythm.
  • Teach and understand proverbs, songs, dances, pantomime and dramatisation.

Song, movement, dance, playing percussion instruments, personal expression, communication and collective work are cultivated with the help of imitation, improvisation, exploration and cooperation.

The learning, which is based on personal experience, combines cognitive and practical knowledge with emotional reactions.

This music education approach was developed by German composer Carl Orff (1895-1982).

During the lessons, the students take part in games involving music, movement and rhythm.

They develop their imagination, creativity and ability to concentrate. They function harmoniously in space and time, learn rhythms and rhythmic values and the properties of sound, and become aware of their body and their own movement.

Once the introductory music cycle is completed in Third Year, the students begin learning to play the recorder.

The students also learn about the history of European and Greek music..

They learn the properties of sound, they improvise, sing, play and learn about different instruments. They experience rhythm, learn about music notation, even in its most modern form (through graphic illustration).

They enrich their sense of hearing by listening to the music of various cultures, both traditional and contemporary.

In general, the children are immersed into the magical world of music through play.