Musically planned creativity and flexibility--elementary classroom: Implications for Orff-Schulwerk, the Kodaly method and music therapy

Journal/Book: Creative Child and Adult Quarterly. 1976; 1: 200-206.

Abstract: Discusses the use of Orff-Schulwerk, the Kodaly method, and music therapy in the elementary music classroom. It is pointed out that music therapy is planned to meet the social, psychological, and physical needs of the physically and mentally handicapped but that some of these needs are the same as those in the contemporary classroom (e.g., the contemporary classroom contains children from a variety of social, economic, and racial backgrounds). Activities in music therapy further socialization and ego-gratification, expand attention spans, avoid low frustration levels, and improve physical coordination. The Orff-Schulwerk method helps children express themselves through music, drama, art, and movement. Children become familiar with rhythm patterns, dynamics, tempi, and vocal and instrumental timbres. Body movements are used to express words, and the movements are translated into percussion instruments. The Kodaly method develops musical literacy by singing, reading, and writing folk songs, with materials presented in increasing difficulty. The experience of combining the vocal and movement components of the Kodaly method with the vocal and instrumental materials of the Orff approach is discussed. (13 ref)

Note: music therapy & Orff Schulwerk & Kodaly method in regular classroom; socialization & attention spans & physical coordination & self expression; elementary school students

Keyword(s): Music therapy; elementary school students; teaching methods; music education; self esteem; socialization ; motor coordination; attention span

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