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Orff developed the concept of elemental music based on the synthesis of the arts of the Greek Muses, which combined tone, dance, poetry, image, design, and theatrical gesture. Their approach was to combine movement (gymnastics), music, and dance. In the early 20th century, Carl Orff met gymnastics and dance educator DorothГ©e Gunther and established an innovative school for children based on the idea that all human beings are musical by nature. Orff Schulwerk is rooted in arts and subject integration. Rather than a system, Schulwerk combines instruments, singing, movement, and speech to develop childrenвЂ™s innate musical abilities. Orff Schulwerk is the only approach that is not a systematic вЂњmethodвЂќ per se, although it does entail fostering creative thinking through improvisational experiences. They would much rather play, and if you have their interests at heart, you will let them learn while they play they will find that what they have mastered is childвЂ™s play. Since the beginning of time, children have not liked to study. This is due to the fact that their core identities, particularly Orff and Dalcroze, contain elements of drama, movement, sound, and music. The holistic nature of these highly integrated approaches, is still conducive today for implementation in an integrated arts program.

They are also вЂњcomprehensive and holistic children to be artists, creators, and producers and not just consumers of music.They pair active and actual music-making with conceptual learning experiences offered in a systematic approachвЂќ (Moore).

Encourage active engagement with the student.

Are based on incorporating the вЂњmother-tongueвЂќ approach to rhythm, pitch, and timbre from the childвЂ™s persepctive, innate behaviors and how interaction with their natural environment and.

Utilize music with authenticity and integrity, such as folk music.

Are systematic and sequential in design.

All of these approaches to music learning contain fundamental similarities in that they: Suzuki are time-tested and contain well-practiced and researched techniques for teaching music. The music methods of Jaques-Emile Dalcroze, Zoltan KodГЎly, Carl Orff, and S. All educators can incorporate the basic techniques used in these methods as they offer creative, arts-driven curricula through which to teach. Music Methods for Working With Children What Is a Method?ДЄ music education, or any other type of education method, is a teaching approach that has: 1) an identifiable underlying philosophy or set of principles 2) a unified body of pedagogy unique to it with a body of well-defined practice 3) goals and objectives worthy of pursuit and 4) integrity (i.e., its reason for existence must not be commercial) (Chosky et al.).ДЄlthough these approaches are often taught in music education classes, they are highly applicable, accessible, and integrated methods appropriate for anyone interested in working with children and the arts, or music in education in addition to music education. The material introduced in this chapter will be referenced and built upon throughout the remainder of the book. This chapter also familiarizes the reader with each methodвЂ™s philosophy and principles, unique pedagogy, and practices and activities. They are Zoltan KodГЎly, Emile-Jacques Dalcroze, Orff Schulwerk, Edwin Gordon, Shinseki Suzuki, and Reggio Emilia. Chapter Summary: The goal of this chapter is to introduce the reader to the most well-known music teaching methods used in music education.

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