This research serves to experiment the effects of using Gordon “Tonal Pattern Teaching” on" Tonal Music Aptitudes " and " Singing Intonation and Rhythmic Accuracy " of Second Graders; it is to be observed if tonal pattern teaching affects performances in the Gordon designed “IMMA” and researcher’s self-designed “singing performance evaluation” and discuss possible reasons of the differences. The experiment combines the experimental study and action research, using the Kodaly theory and related teaching methods to design contents and teaching curriculum; then the Gordon “Tonal Pattern Teaching” is used as a case control. The experiment includes two stages: the experimental stage and the regular teaching stage. In addition to the self-designed evaluating tables as tools, also IMMA and singing performance evaluation are used before and after both stages to achieve the objectives of this experiment by quantitative and qualitative analyses. Based on the results, the following conclusion is obtained:

I. In regards to whether tonal pattern teaching is used, the “Tonal Pattern Music Audiation” of IMMA did not show significant scores on second graders in both eight or sixteen-week sessions.

II. Second graders’ performances in “overall singing performance”, “Accuracy of relative intonation in singing pitches”, and “Accuracy in singing rhythms” were significantly different when they received tonal pattern teaching, but the result in “Accuracy of absolute intonation in singing certain pitch given by instructors” was not as significant.

III. Tonal pattern teaching could become a music aptitude developmental tool for lower level second graders.

IV. Tonal pattern teaching could help second graders use their singing voices to sing.

According to results above, suggestions are made to education executives, teacher development centers, schools, teachers, and future researchers, to act as a reference for improving music teaching in elementary schools and further related researches.