Orff Teaching Method
"Orff Music Teaching Method" was created by Carl Orff (carl · orff1895 - 1982), a famous musician in the Federal Republic of Germany. This is an original music education system. It gives music education new anti-traditional concepts and methods, and has had a profound impact on music education in many countries and regions. Reflecting on the current situation of music education in my country, the old model that focuses on singing and teaching music theory knowledge has been used for a long time, ignoring students' emotional stimulation and experience of music, and ignoring students' subjectivity, initiative, personality and creativity in music learning. If we carefully study Orff's music education thoughts and systems, we will get many useful enlightenments.
Starting from the origin and essence of music, that is, "appealing to sensibility and returning to humanity" - this is the basic concept of Orff's music education. This is fundamentally different from our original understanding of the nature and purpose of music education.
Orff believes that expressing thoughts and emotions is the instinctive desire of human beings, and it is naturally revealed through language, singing (including musical instrument playing), dance and other forms, and this has been the case since ancient times. This is the inherent ability of human beings. The primary task of music education is to continuously inspire and improve this instinctive expressive power, and whether the performance is good or not is not the ultimate goal. But our traditional understanding of music education is not like this. Our courses have always regarded learning singing, music theory and related music skills and abilities as the means and goals of aesthetic education, focusing on how to learn well.
In fact, it is not difficult for students to sing, play and dance instinctively in music learning, and they can even show a certain level. Because singing, playing, and dancing out of instinct are in line with human nature. In this process, students do not have to worry about being reprimanded or losing face because of "not being able to learn", so they will get various levels of satisfaction. . This form of spontaneous expression also helps to promote the emergence of students' improvisational creativity. Due to the emergence and stimulation of this kind of creativity, students are in the best state to learn various musical skills and abilities. In such a teaching process, teachers must become the guide, inducer and participant of students' learning. Pleasure of mind and body and learning of art complement each other. This is one of the important features of Orff's teaching method.
The original model of music education in our country was to simply teach singing - the teaching materials were mainly based on songs one by one. Later, there were a few changes, and a few schools also learned some instrumental music skills. Students mainly imitate ready-made music and art works, which is very passive. Teachers also seriously pursue "producing results" and treat students harshly. Students will naturally feel an inexplicable pressure. Since people's innate qualities in music are objectively very different, as far as our country's original curriculum requirements are concerned, there will always be some students who are far away from the teaching requirements, so they naturally "stay away" from music, and teachers are helpless. In this regard, Orff's teaching philosophy and system should enable us to get a lot of inspiration from it.
Asking students to "move" and learn music "comprehensively and improvisationally" is another important principle that Orff particularly emphasized. However, this is completely different from the so-called "comprehensive course" in music teaching in my country. Karl Orff pointed out: Students must use their brains, hands, and feet in learning, and feel and perform music wholeheartedly. So he invented a set of "elemental" Orff instruments (note), which are a set of percussion instruments that are easy to master. At the same time, he also made full use of the sounds that may be produced by various parts of the human body to participate in the performance, and was dubbed the "human instrument". Music teachers will all have this experience. Once students start "moving" in class, the atmosphere becomes much more lively. When students make musical "movements" under the guidance of teachers in class, they are bound to be immersed in a game-like joy. They unknowingly accept the comprehensive integration of pitch, rhythm, listening, coordination, etc. Musical ability training. It should be pointed out that the cultivation of this kind of comprehensive ability is fully in line with our country's policy of cultivating a new generation of all-round development for all students, and is also very helpful in changing the backwardness of our education, which has long been based on knowledge transfer as the main attribute.
Supplementary content:
The formation and development of Orff’s music education system
Foreword by Carl 6?1 Orff
(To the title of each "Orff Music Education in (Country)")
We have made many different attempts at original music. Over the past half century, Basically not outdated.
Originality is always a foundation, it has no time.
The original thing always means a new beginning.
In all work, whatever is done and can be done to follow the fashion will inevitably decline.
All modern things pass through time, and will inevitably and unconditionally become unmodern and original things because of their timelessness. Be understood among all people in the world.
Therefore, what I wrote to record an idea and what "School Music Textbooks" brought to the world was not the idea itself, but the idea itself.
July 1978 Karl Orff
1924 Dancer Dororee Gunthen and Orff founded "Günthen Gymnastics" in Munich "Music and Dance School"
1925 Dancer Main Lex entered the Military Special School
1926 Musician Gwnild Keetman (later became Orff's assistant) Co-editor of school music textbooks") entered the Military Special School
1928 Instrument maker Kan Maendler made the first xylophone for the Military Special School
1930 Military Special School The school's dance team performed for the first time and held many performances at home and abroad
1931 Orff and Ketmann co-authored "Orff School Music Textbook-Original Music Practice" was first published
p>1932 Orff met for the first time with German music educator Eberhard Preussner and Leo Kestenberg, leader of the second reform of German music education
1933 Military Special School established a branch in Berlin
1936 Orff and Keitmann created and performed for the "Olympia Youth" festival performance of the 11th Olympia Sports Festival held in Berlin
< p>1944 The military school was forced to close under Nazi repression1945 The military school was bombed
1948 Children's music programs began to be broadcast on "Radio Baye" in Munich , played and sung by the children themselves, under the guidance of Keitmann
1949 Under the guidance of Keitmann, children's music classes were held at the Mozarteum Conservatoire in Tolzburg, Austria
1950 Published＜ Music for Children)
1953 At the International Conference of Principals of Higher Music Schools at the Mozarteum in Zalzburg, a performance of school music textbooks was held, establishing contacts with foreign countries for the first time. "School Music Textbook Study Class" held at the Mozarteum Conservatory
1954 "Music for Children" (Volume 5) was fully published, and the first "School Music Textbook Film" was filmed
1956-57 (Music for Children) made the first record (Columbia-E1ectr01a)
1956-58 The series "School Music Textbooks" (Kettlemann and Orff's Hosted by my daughter)
1958 held workshops abroad (Belgium, Switzerland, Italy) (Kettlemann)
1961 established the Orff School Music Teaching Center at the Mozart Conservatory. The first international summer school was held in Frohnburg, a suburb of Salzburg
1962 The "Association for the Promotion of Orff School Music Textbooks" was established in Salzburg, and the Orff Academy teaching materials were published abroad for the first time. (Toronto, Canada) held a workshop, both Orff and Kettleman attended and gave lectures. The National Broadcasting and Television Association of Japan (NHK) invited Orff and Kettleman to give lectures and demonstrations in four countries in Japan. Established the German branch of the "Orff School Music Teaching Materials Promotion Association" in Munich and started publishing the 1963 A working meeting on "Orff School Music Textbooks in Schools" was held at the Mozart Conservatory, and the recording of ten slow-turning records (musicd poetica) of "School Music Textbooks" was started. , all completed in 1979. Orff Academy starts. 1970 The expansion of the Orff Academy is completed 1973 The "Music Therapy and Social Education Department" is established at the Orff Academy, led by Withelm Keller
1981 Orff music education was introduced to mainland China for the first time
1982 Orff passed away
1990 Kettleman passed away
2000.11.7-12 "Orff Music Education International" co-organized by the Orff Foundation and the American Orff Society Conference" was held in Rochester, USA. The conference titles are "Reflecting on the Past and Looking to the Future" and "Lifelong Orff Music Education" (This "Orff International Conference on Music Education" was held in Orivesi, Traurn, Germany, and Rochester, the United States. , the contents are all different, with the latter being the largest).