Hungarian choral tradition from the music pedagogical reforms to the end of the twentieth century

In the first half of the twentieth century a vast transformation in Hungarian school music education occurred. The ideological foundations of music pedagogical reforms and the means of their implementation were laid down by Zolt & aacute;n Kod & aacute;ly. The music pedagogical model of Kod & aacute;ly's concept strongly linked the Central European life reform movement and pedagogical reform trends of the early twentieth century. Kod & aacute;ly's pedagogy emphasised the concept of developing the individual throughout his or her entire lifespan, nature appreciation, folk music, community engagement, and the transformative power of the arts. Kod & aacute;ly believed in the profound impact of choral singing on individuals and communities. L & aacute;szl & oacute; Lukin (1926-2004), an outstanding music educator of the twentieth century, significantly impacted Hungarian choral life. He remained a consistent presence in professional publications until his death. This study focuses on showcasing his writings on choral pedagogy in the music trade press and how Lukin incorporated and modified Kod & aacute;ly's guidance on choral singing. The results reveal that Kod & aacute;ly's key principles in choral pedagogy are also evident in Lukin's articles. Lukin aimed to fulfil the musical reform ideals of the early century by realising the "education of the whole person" through singing communities and musical experiences.