THE ORFF APPROACH

CARL ORFF
Timeline 1895- born in Munich, Germany 1900- started playing the piano at the age of 5 1905- publication of his short story in a children's magazine Teenage Years: He started composing songs without having any formal lesson about composing or tonal harmonization. He learned everything by himself and by studying classical masterworks and begun writing his own texts for it. 1911- His music was published. 1912- Composed "Zarathustra" for three male voices but was unfinished 1914- Munich Academy of Music -German Army (WWI) 1920- begun formulating concept of elemental Music 1924- He founded the Gunther School for gymnastics, music and dance along with Dorothee Gunther 1937- premiere of the famous CARMINA BURANA in Frankfurt, Germany (during the Nazi Era) 1949 to 1971- Antinogae, Oedipus der tyrant, Prometheus, and other works 1982- Death at the age of 82.

Carl Orff as Music Educator Carl Orff was a German composer, conductor and teacher primarily known for his contributions to music education. He developed a system of teaching children about music through group exercises and the use of percussion instruments to help develop a sense of rhythm. After studying at the Academy of Music at Munich, he helped to found the Gnter School there in 1924. As a composer Orff wished to simplify music, to return to its primitive components. He attempted to adapt old monodic forms to modern tastes, employing dissonant counterpoint and vigorous rhythms. His work in music education has attracted a considerable following in the United States. Orff defined the ideal music for children as "never alone, but connected with movement, dance, and speechnot to be listened to, meaningful only in active participation." Orff said, "Experience first, then intellectualize." Based on this ideal, the Orff approach builds understanding of concepts and skills through connecting students with the music by experiencing it on all levels. These levels include speech/chants, movement, singing, drama, and by playing pitched and unpitched instruments.

THE ORFF PHILOSPHY

"Tell me, I forget... Show me, I remember... Involve me, I understand." Speech, movements and music are bound together in natural expression. Through this method, students will achieve literacy and achieve deep musical expression. The said philosophy encourages the students to explore, experience, and play music at their own level of understanding. In this method, the children will be exposed to such musical terms: Movement - Movements like dancing and acting can teach more than rhythm, but also phrasing, expression, and tempo. Instrument - The method promotes the use of several percussion instruments. Orff Suggests that the children use percussion instruments to supplement rhythmic and melodic instruction. Aural skill - The children can develop their aural skills by frequently using pitched instruments and also by singing. Singing - singing cannons and chanting familiar folk or popular songs give opportunity for students to work on tempos, phrasing, and dynamics. Improvisation - The children are encouraged to improvise to explore the possibilities in music.

THE ORFF APPROACH

Orff-Shulwerk The Orff method or Orff-Schulwerk combines music, movement, drama, and speech into lessons that are similar to child's world of play. Improvisation, composition and a child's natural sense of play are encouraged. It was conceived during the 1920s and 1930s while Carl Orff served as the music director of the Gnther-Schule (school of music, dance and gymnastics) that he co-founded in Munich. The method is based around Orffs belief in the importance of rhythm and movement. Folk music and music composed by the children themselves are mostly used in the Orff classroom. Xylophones, metallophones , glockenspiels, castanets, bells, maracas, triangles, cymbals tambourines, timpani, gongs, bongos, steel drums and conga drums, etc

Benefits and Concepts Learned from the Method Concerned with practical music-making; it provides fundamental experiences and it lays the foundation for a comprehensive musical training. The Orff Schulwerk approach involves the students in developing their own music, so that their creativity is engaged right from the beginning of the process. Students learn about rhythm, melody, harmony, texture, form and other elements of music by speaking, chanting, singing, dancing, movement, acting and playing instruments. These learned concepts become springboards for further creative pursuits such as improvisation or composing their own music. Orff Schulwerk music and movement pedagogy contributes to development of the individual far beyond specific skills and understandings in the arts. These skills and procedures have a wider application and value in several areas: o Intellectual critical-thinking: problem-solving tasks call upon both linear and intuitive intellectual capacities; calls upon organizational abilities as well as artistic knowledge and skill. Social: Requires the cooperative interaction of everyone involved, including the instructor. Artistic development occurs within a satisfying and supportive human environment. Tolerance, helpfulness, patience, and other cooperative attitudes must be cultivated consciously. Emotional: The artistic media provide the individual with avenues for non-verbal expression of emotions. The exploratory and improvisatory activities can provide a focus for emotions, a means for release of tension and frustration, and a vehicle for the enhancement of self-esteem. Aesthetic: As knowledge of and skills in music and movement grow, students will have opportunities to develop standards of what is considered good within the styles being explored.

A PEEK INTO THE ORFF CLASSROOM

Stages: 1. Imitation- teacher performs a story/poem for the class and the class in turn repeats what was performed to them 2. Exploration- allows children to seek out musical aspects through the percussion instruments; exploration of aural/oral skills and body motions and expressions 3. Improvisation- creating music and movement based on preliminary knowledge about concepts (instruments, rhythm, beat, body motion, etc) 4. Composition- creating their own interpretation of the story; promotes creativity

LESSON PLAN In the Orff method teachers design their own lesson plans and adapt it to suit the size of the class and the age of the students. Sample: 1. 2. 3. 4. Poem/Story telling Interpret story through percussion instruments and body movement Combine story telling with childrens improvised sound effects and actions Perform story with the actors and the orchestra

APPLICATION IN TODAYS MUSIC EDUCATION

ORFF INSTITUE o o o Established in 1961 by Carl Orff centre for elemental education in music and dance at the University Mozarteum in Salzburg. The Orff Institute is devoted to the training of teachers for elemental education in music and dance/movement in schools and as freelance teachers on all educational levels. MUSIC MASTERS o o o Founded by Anita Goldberg (Masters Degree in the Orff Method of Music Education) child-centered, age appropriate program curriculum is very sequential and structured and it is designed to give children a solid foundation in music theory and piano/keyboard playing, while developing their musical skills: rhythm, listening and singing skills.

American Orff-Schulwerk Association o o Professional organization of educators dedicated to the creative music and movement approach developed by Carl Orff and Gunild Keetman Mission: 1. Demonstrate value of Orff-Schulwerk and promote its widespread use 2. Support professional development of members (ORFF METHOD EDUCATORS) 3. To inspire and advocate for the creative potential of all learners

SOURCES
:http://opus.vandercook.edu/~jneuenschwander/orff_sample.ht mlhttp://aosa.org/about/what-is-orffschulwerk/http://www.make-music-better.com/music-educationfor-kids.html http://en.wikipedia.org/wiki/Orff_method http://musiced.about.com/od/lessonplans/tp/orffmethod.htm http://aosa.org/about/about-aosa/ http://www.schottmusic.com/worldofthemes/education/classroom/orff_schulwerk/