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1. Orff Method Teaching Music in Elementary

2. Introduction The Orff approach is a way of educating children about music that incorporates singing, dancing, acting, and the use of percussion instruments to engage their minds and bodies.

3. —Carl Orff “Since the beginning of time, children have not liked to study. They would much rather play and if you have their interests at heart, you will let them learn while they play.

4. Carl Orff Born July 10, 1895 Died March 29, 1982 in Munich, Germany

5. He is a German composer known particularly for his operas and dramatic works and for his innovations in music education. His notable work is the “Carmina Burana ,” and his subject of study was conducting.

6. The impetus for Orff Schulwerk lies in children’s natural group play behavior, utilizing various of its components to awaken and begin development of the potential musicality inherent in all human beings. The tonal and topical content is to come from the child’s surrounding folk tradition. Rhythm drawn from the child’s native language forms the foundation. Music/movement activities in Orff are to be “elemental” which Orff defined as “belonging to the elements.” Philosophy and Goals of Orff Method

7. The most important purpose for experiencing the elemental is the spiritual nourishment provided by fulfilling a primeval human need. In order to provide child-appropriate possibilities, so desperately needed for spiritual growth, the original indivisibility that for all humans in the elemental sense was once a fact of life, should again be the goal in children’s dance and music making which for all humans in the elemental sense was once a fact. The goal is to develop individuals who have the competence and confidence to join and interact with others in simple group music/movement making- and to enjoy it. They will also have the tools and knowledge to develop further as students of music and/or movement. Philosophy and Goals of Orff Method

8. Activity Components Speech. Children’s play frequently involves little sayiings and rhymes, with or without specific meaning often accompanying a game in some way. E.g., Acka backa soda cracker, acka backa boo- Acka backa soda cracker, out goes YOU. This would be said rhythmically, with a feeling of steady beat; activities surrounding it can be expanded to stabilize sensitivity to beat and develop the sense of pattern.

9. Activity Composition Children’s group play involves simple little songs, often with accompanying games, that provide the basis for strengthening the ability to sing and developing the sense of tonal relationships. Singing

10. Movement In the early stages, time is spent in developing a vocabulary of stationary and in locomotor movements that can be used in countless combinations and situations. Simple game forms provide many opportunities- for example, in a circle game children develop a sense for spatial relationships between themselves and others, for coordinating their steps to a steady beat, and for regulating step length to the group’s pace.

11. Playing instruments Body percussion - clapping, snapping fingers, slapping thighs “patching,” and stamping feet; othes can be added as invented and desired. Unpitched hand percussion - small instruments often found in a music classroom, however, each must be of a quality that will produce an interesting and satisfying sound. Orff Instruments - special pitched percussion instruments were designed to be a size readily accessible by children and to produce a satisfying musical sound with a minimum of technical facility.

12. Schulwerk teachers refer to several general procedures for guiding students along the path of music/movement development: exploration, imitation, improvisation and creation.