Transcript M. Binder PowerPoint_VanderCook 7/7/16

Bringing Orff and Kodály
Together in the
Music Classroom
Meeghan Binder
VanderCook College of Music
July 7, 2016
Orff Schulwerk
Who Has Seen the Wind?
Bend
Swing
Who has seen the wind?
Stretch
Float
Neither I nor you:
But when
the leaves hangSway
trembling,
Rise
The wind is passing through.
Shake
Fall
Who has seen the wind?
Twist
Lift
Neither
you nor I:
But when the trees bow down their heads,
Wiggle
Swirl
The wind is passing by.
BY CHRISTINA ROSSETTI
Source: The Golden Book of Poetry (1947)
wind?
you.
the
nor
seen
I
Who has
Neither
But when leaves hang
trembleing the
passing
Wind is
through.
B
A
G
E
LOW E
B
A
G
E
wind?
you.
the
nor
seen
I
Who has
Neither
But when leaves hang
trembleing the
passing
Wind is
through.
B
A
G
Star Light
E
Swirling Wind
Hill and Houses
Moon
Dark
Tower
B
A
G
Star Light
Swirling Wind
Moon
E
Hill and Houses
ABAB
Dark
Tower
AABB
G Pentatonic
C D E F G A B C D E F G A
La
Do
Mi
pièce de résistance
Let’s make a Rondo Form!
A Section = Movement and Melody
B Section = Improvisation
C Section = Movement and Glockenspiels
Who Has Seen the Wind?
Carl Orff (1895-1982) and
Gunild Keetman (1904-1990)
Orff Schulwerk
• Germany
• Composer who wrote Carmina Burana (1937)
• Worked Gunild Keetman
• Orff Schulwerk (Schoolwork)
• Exploration of melody and rhythm as learned through singing, movement, speech and
playing instruments
• Repertoire is folk based and student created
• Emphasis on improvisation and “elemental” music
• Simple and basic tools
• Music learning comes naturally from child’s natural play
• Known for using drama, barred instruments, recorders, song, speech and movement
(Frazee, 1997)
Classroom Application of Orff Schulwerk
• Curriculum:
• Developmental
• Sequential
• Based on Student’s Work and Play
• Phases of Musical Development
• Imitation
• Students learn tools and build their musical vocabulary from teacher models.
• Exploration
• Students explore using the newly learned concepts.
• Improvisation
• Using what has been learned, students improvise within guidelines to move
towards the next phase.
• Creation
• Students use elemental tools (simple forms, melodies, rhythms) to create a
final performance piece that might include movement, drama, speech, singing
and playing instruments.
My Sources for Learning Orff Schulwerk
• DePaul University School of Music
• Trained in Levels I and II
• University of Kentucky School of Music
• Completed Level III
• AOSA Recorder Instructor
• Readings and Research
•
•
•
•
•
Discovering Orff
Exploring Orff
Creative Sequence
Professional Journal Articles
Orff Arrangements
• Attendance at GCAOSA workshops and Conferences
”Carl Orff’s greatest gift is to
children. In the essence that gift is a
way of looking at music that deeply
involves them in its create and
thereby entails respect for their
capabilities.”
”Orff’s challenge is to teachers. He
requires of us the care and
ingenuity to devise methods that
will, in the daily wear-and-tear of
teaching, not crush but bring to
flower the capabilities that can
deeply enrich the lives of young
people.”
(Frazee, 1989)
Orff
Kodály
Putting it all together!
Ding, Dong, Diggi Diggi Dong
Ding, Dong
Diggi diggi dong
Diggi diggi dong the cat she’s gone
Ding, Dong
Diggi diggi dong
Diggy diggi ding dang dong
Red= stomp
Blue= pat
Green= clap
_______
_______
?
_______
Ding
dong
diggidiggi
dong,
_______
_______
_______
_______
diggidiggi
dong the
cat she’s
gone.
_______
?
_______
_______
dong
diggidiggi
dong,
_______
_______
_______
?
_______
Ding
?
_______
diggidiggi
ding dang
dong.
_______
C Pentatonic
C D E F G A B C D E F G A
Sol
Do
Do
?
?
?
?
You don’t know how how.
Alabama Gal
I’ll show you how how.
Alabama Gal
Ain’t I rock candy?
Alabama Gal
Come through ‘na hurry.
Alabama Gal
1
2
G Pentatonic
C D E F G A B C D E F G A
Do
Sol
Do
G
G
G
G
G
B
D
G
E
B
E
A
G
D
B
Can you figure
out the melody?
What Worked for Me as a Teacher
• What:
• Decided on musical concepts and their definitions
• Where:
• Decided which grades learned which concepts
• When:
• Created a Year Long Plan for each grade to determine
when they learned the concepts
• How:
• Found High Quality Song Material and created binders /
spreadsheets of which lessons taught which concepts.
Decided how to assess and which pedagogy fit best
• Why:
• Aligned what I did with District Curriculum and Standards
Meeghan Binder
[email protected]
http://makingmusicwithkids.edublogs.org