Opinions of Teachers on the Implementation of the Orff-Schulwerk Approach in Online Lessons

This chapter on assessing student learning and Orff Schulwerk examines the foundations of this approach, its focus on creativity, and practical applications of this pedagogy. By reviewing current research literature and international adoptions of the Schulwerk, the chapter focuses on three assessment-related challenges: a lack of clearly defined teaching practices, a de-emphasis of evaluation in the Orff process, and inherent challenges related to assessing creativity. An examination of professional resource documents and recent developments in national standards provides ways to address each of these assessment challenges in Orff-based instruction. A discussion of curricular levels offers more possibilities for enhancing authentic assessment strategies. Practical recommendations for Orff Schulwerk teachers to improve their assessment protocols and implications for teacher-educators conclude this chapter.

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Refining Learned Repertoire for Percussion Instruments in an Elementary Setting

Journal of Research in Music Education ◽

10.1177/002242940605400306 ◽

2006 ◽

Vol 54 (3) ◽

pp. 231-243 ◽

Cited By ~ 4

Author(s):

Donald M. Taylor

Keyword(s):

Music Education ◽

Student Performance ◽

Teaching Effectiveness ◽

Dependent Measure ◽

Upper Elementary ◽

Elementary Music ◽

Orff Schulwerk ◽

Rehearsal Strategies ◽

Percussion Instruments ◽

Improve Student Performance

The purpose of this study was to examine teaching effectiveness in an elementary music setting using student achievement as a dependent measure. Because Orff Schulwerk instruction is one of the most prevalent pedagogies in elementary music education, this study examined the rehearsal strategies of recognized Orff Schulwerk teachers as they worked to refine learned repertoire for percussion instruments. Eight instructors and their upper elementary students were videotaped in four regular rehearsals each. Systematic analyses of rehearsal frames in which teachers were working to improve student performance revealed fast teacher pacing and a predominance of instructional directives that were procedural (e.g., where to begin playing) rather than musical (e.g., how to perform more accurately or expressively). The majority of students' performance problems were related to precision, often caused by rushing the underlying pulse. Instructional targets were most often related to technique. Students successfully accomplished proximal goals in 63 % of the performance trials in which the targets were verbalized by the teacher prior to performance and in 74 % of the performance trials when the targets were verbalized by the teachers while students were playing. Students were most successful when teachers used clear, explicit directives and positive modeling.

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A Behavioral Analysis of Orff-Schulwerk

Journal of Music Therapy ◽

10.1093/jmt/9.2.56 ◽

1972 ◽

Vol 9 (2) ◽

pp. 56-63

Author(s):

L. H. Ponath ◽

C. H. Bitcon

Keyword(s):

Behavioral Analysis ◽

Orff Schulwerk

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Orff-Schulwerk in the New Millennium

Music Educators Journal ◽

10.2307/3399753 ◽

2001 ◽

Vol 88 (3) ◽

pp. 17 ◽

Cited By ~ 2

Author(s):

Doug Goodkin

Keyword(s):

Orff Schulwerk ◽

New Millennium

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Humanistic, artistic and pedagogic aspects of Orff-Schulwerk music and dance pedagogyOrff-Schulwerk müzik ve hareket eğitiminin insani, sanatsal ve pedagojik yönleri

Journal of Human Sciences ◽

10.14687/jhs.v15i1.4991 ◽

2018 ◽

Vol 15 (1) ◽

pp. 8

Author(s):

Banu Özevin

Keyword(s):

Music Education ◽

Contemporary Music ◽

Preschool Education ◽

Discussion Section ◽

Orff Schulwerk ◽

Dance Pedagogy ◽

Group Activities ◽

Holistic Understanding ◽

Carl Orff ◽

The Individual

Orff-Schulwerk Music and Movement Pedagogy is a contemporary music education philosophy, born out of the work of composer Carl Orff. Orff-Schulwerk has a holistic understanding in music education which is a combination of music, movement and language. Orff-Schulwerk enables the individual to develop his creative potential in group activities based on improvisation. Orff-Schulwerk's philosophy is that everyone can make music. With this understanding, everyone can take part in the Schulwerk lesson and have the opportunity for artistic expression of self without the distinction of gifted-talented, child-adult, and normal-developmental-disabled. As in many countries of the world, Orff-Schulwerk Pedagogy is used effectively in music education and preschool education in Turkey.In this study, in spite of the fact that it is a built-in structure, the human, artistic and pedagogical aspects of Orff-Schulwerk have been elaborated separately in order to better understand the approach. In the conclusion and discussion section, questions and problems about Orff-Schulwerk Music and Movement Education's place in Turkish Education System and adaptation to Turkish culture were shared.Extended English abstract is in the end of Full Text PDF (TURKISH) file. ÖzetOrff-Schulwerk Müzik ve Hareket Eğitimi, besteci Carl Orff’un çalışmalarından doğan, çağdaş bir müzik eğitimi felsefesidir. Orff-Schulwerk, müzik, hareket ve dil ögelerinin birlikte kullanıldığı, doğaçlamalara dayanan, grup aktiviteleri içinde bireyin yaratıcı potansiyelini geliştirmesine olanak sağlayan bütüncül bir müzik eğitimi anlayışıdır. Orff-Schulwerk’in felsefesi herkesin müzik yapabileceği yönündedir. Bu anlayış sayesinde yetenekli-yeteneksiz, çocuk-yetişkin, normal gelişim gösteren-engelli ayrımı olmadan herkes Schulwerk dersi içinde yer alabilir ve kendini sanatsal olarak ifade etme olanağını yakalayabilir. Dünyanın birçok ülkesinde olduğu gibi Türkiye’de de Orff-Schulwerk Pedagojisi müzik eğitimi ve okulöncesi eğitiminde etkin bir biçimde kullanılmaktadır.İçiçe geçmiş bir yapı olmasına rağmen, bu çalışmada yaklaşımın daha iyi anlaşılabilmesi için Orff-Schulwerk’in insani, sanatsal ve pedagojik yönleri ayrı ayrı ayrıntılı olarak irdelenmiştir. Sonuç ve tartışma bölümünde Orff-Schulwerk Müzik ve Hareket Eğitimi’nin Türk Eğitim sistemindeki yeri ve Türk kültürüne uyarlanması ile ilgili sorular ve sorunlar paylaşılmıştır.

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The Effect of a Orff-Schulwerk Music Activity-Based Program on the Communication Skills of Young Children with Developmental Delays in the Inclusive Classroom

The Journal of Inclusive Education ◽

10.26592/ksie.2011.6.1.163 ◽

2011 ◽

Vol 6 (1) ◽

pp. 163-184

Author(s):

김유리 ◽

노진아

Keyword(s):

Young Children ◽

Communication Skills ◽

Developmental Delays ◽

Inclusive Classroom ◽

Orff Schulwerk

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Orff Schulwerk

Using Technology with Elementary Music Approaches ◽

10.1093/oso/9780190055646.003.0007 ◽

2020 ◽

pp. 139-142

Author(s):

Amy M. Burns

Keyword(s):

Learning Styles ◽

Music Education ◽

Learning Process ◽

Orff Schulwerk ◽

Child Centered

Ardith Collins writes about the wonderful and historical, evolving background to the Orff Schulwerk approach. With this approach, children learn music in a setting that is similar to teaching children a language through the concepts of play, sing, speak, and move. The approach is about process teaching, where higher value is placed on the learning process rather than the final product of the performance. Orff Schulwerk is child-centered music education with imitation, exploration, improvisation, and creativity at its core. Amy M. Burns demonstrates ways to utilize technology to assist students with various learning styles in creating, exploring, and making music.

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