Gerber, CaseyTaylor, Kathleen M.2018-12-172018-12-172018-12-14https://hdl.handle.net/11244/316804In this study, I examined how and why Kodály-trained music educators used pure and blended forms of Kodály-Approach instruction in their music class learning environments. I sent a nationwide music educator survey (N = 536, 14.89%) to the Organization of American Kodály Educators membership (OAKE). Responses to survey item 9 (n = 499) indicated that more than half of respondents blended Kodály-Approach instruction with other forms of instruction, but mostly used Kodály-Approach instruction in their United States music class learning environments (n = 332, 66.53%). I conducted 3 case studies to understand participants’ in-depth experiences when using Kodály-Approach instruction in their classrooms. Qualitative themes and sub-themes emerged related to how and why the educators used Kodály-Approach instruction in pure and blended forms. A synthesis of 3 overarching ideas formed from the above-mentioned qualitative themes and sub-themes. Analysis of repertoire selection and use also revealed themes and sub-themes. Content analysis of lesson plan data confirmed that lesson plan data corroborated with teacher-observation data and teacher interview data, and that lesson plan data corroborated with participants’ survey responses. Participant-perceived and researcher-perceived limitations to Kodály-Approach instruction were discovered through analysis of teacher observations, interviews, and open-ended questionnaire responses. Additional discussion points revealed how music educators in the United States are choosing to use specific forms of training and ways of teaching in relation to Kodály-Approach instruction. Suggestions for training centers of Kodály-Approach instruction and recommendations for future research were highlighted in the discussion section of this study.Kodályelementary schoolblended formmusic learning environment