Folk Music and Its Influence on Music Education: A Psychological Perspective on Tradition and Learning

Abstract

This review investigated the role of folk music in music education through psychological theories related to cognitive, linguistic, and emotional development. Folk music practices sustained continuity through oral transmission involving imitation, repetition, and collaborative participation. These instructional processes corresponded with theoretical models such as constructivism, sociocultural learning, and multiple intelligences. Research findings demonstrated that early exposure to folk repertoire contributed to improvements in phonological awareness, auditory sequencing, verbal memory, and emotional regulation. Educational programs in Hungary, Japan, Ghana, and Slovenia integrated folk materials into curricula, which supported the development of rhythmic accuracy, melodic retention, linguistic competence, and cultural affiliation. Challenges included the decontextualization of folk content, ethical concerns regarding representation, lack of appropriate assessment tools, and limited adoption within standardized institutional frameworks. Technological resources such as gesture-based learning systems, digital archives, and interactive music applications facilitated the documentation and instructional application of oral traditions. Studies reported that kinesthetic learning activities embedded in folk practices enhanced sensorimotor coordination, procedural memory, and audiomotor synchronization. Musical fluency developed through participatory environments without reliance on notational systems. These outcomes indicated that folk music served as a functional component of holistic education, contributing to neurocognitive maturation, social learning, and cultural preservation. Further research should investigate neuropsychological responses to folk-based instruction, assess long-term outcomes in childhood education, and support interdisciplinary collaboration for culturally responsive curriculum design.