The Application Of Orff Music Pedagogy Education Essay

The Application Of Orff unison statement Education leavenThere be a number of reasons that the Orff medical specialty training has been chosen on the topic of this sample. The basic issue at set up in china is entrenched pattern of medical specialty nurture that authority the Chinese medicinal drug experts and teachers do not accept the new concepts of melody pedagogy, or else of that, they still employed the traditional medical specialty pedagogy owning to the personality of the Chinese. Therefore, in that respect atomic number 18 some problems, much(prenominal) as students lack creativeness, the low principle quality and the low quality of students. After 20th century, with the rapid developing of euphony command in chinaware, majority Chinese music educators throw attention on the music instruction. The Chinese teaching content and teaching manner urgently should be reformed. Orff harmony instruction baron be the appropriate music pedagogy to chang e the electric current situation in China. In the later part of this essay, I willing discuss the constructive and negative of Orff Music breeding in coif to retain the strengths and incarcerate the weakness to apply this music pedagogy to Chinese music pedagogy.This essay will discuss both sides of Orff Music commandmental activity. For one aspect, this essay will evaluate of the advantages of applying the Orff Music Pedagogy in Chinese primary instills, which includes the hard-hitting stimulation and the improvement on Childrens creativity and personal quality, the Asia culture might be proved to be satisfactory, the benefits on Chinese music instruction. For other aspect, the disadvantages containing the obstacle of culture difference, the problem of insufficient equipments available in China will as well be taken into consideration.Before moving on, the soil to Orffs method will be outlined. Dr. Carl Orff, the distinguished German composer, who is also the let on of Orff Music Pedagogy, met Dorothee Guenther in Munich, 1924 and originated the scheme of a new kind of swingy education. Dr. Carl Orff (1983) explained that this idea regarding the interaction and interpretation between movement and music education was then(prenominal) be plotted and employd since that time. The whimsicality of Orff Music Pedagogy, also known as the Orff Schulwerk betterment, asshole be concluded as the death penalty of combining music, movement, drama, and speech into the tell apartrooms of children music education, creating a relaxed environment and atmosphere that are similar to the childrens world. The Orffs approach to music education has numerous advantages to children, but be consider it to say that the go oning advantage is that it demands the innovation of the teachers and involves all stunning dimensions such as virtual, physical, and aural aspect of the children during their learning process.The positive effects of applying Orff Music Ped agogy can be viewed from the following aspects. Firstly, Orff Schulwerk Music Pedagogy, which confers a well-disposed learning environment, can provide children with much more(prenominal) creativity, in their music education, than traditional teaching methods. In Music Pedagogy, music is a means to teach a man become a talent and because Orffs method has the very advantage to teach goodly, Orff Schulwerk should be widely used in China (Dr. Clausel S.L.S. 1998). In Dr. S.L.S. Clausels obligate (1998), he pointed out that Orff-Schulwerk Music rule is effective in teaching children music especially when using Orff approach to create an interactive environment with other peers. In this case, the quality of the students could then be improved. Additionally, as the nature of Orff Music Pedagogy is innovative and interactive, declared by Dr. Brock in 1977, this practice could largely enable the primary nurture focus more on the esthetic aspect. In fact, when applying the Orff Music P edagogy to the classes, esthetic features must be the kernel, for the approach requires the involvement of various sensory organs so that children can do dancing, clapping and singing. Moreover, the innovation and creativity can be promoted during the learning process with Orffs approach.In addition, Clausel suggested that Orff method is suitable for an Asia culture because it can provide a relaxed environment for children in order to widen childrens participation, arousing innovative ideas and improving the students quality, which has nothing to do with cultures. Nowadays, many problems endure in Chinese music teaching, for instance, students lack the interest of learning music. Orff Schulwerk is an efficient way to change that situation, since it is a method that can stimulate students interest regard little its culture. There is an example in Japan. Dr. Carl Orff himself mentioned in his speech (25th October 1983) that the Japanese children were responding to his approach spont aneously and teachers had become open-minded. Researched and studied in Japan in 1962, Dr. Carl Orff, the initiator of the Orff Music Pedagogy, was able to witness how compatibly and naturally his ideas are adapted and applicable to an Eastern culture. If the music educator could take a step forward, Japanese children could get accustomed and be effectively meliorate by Orffs approach. Therefore Chinese children who share similar cultures with the Japanese should excessively be absorbed the music knowledge effectively.Furthermore, even so though the current music education in China is confronting a number of obstacles and problems, they can be conquered by introducing the Orff Music Pedagogy to China. A recent article composed by Ding (2006) pointed out the difficulties of the music education in contemporary China and they are the unclear positioning of music education, the set down of the esthetic aspect and the poor quality of teachers and students. The localization of the mus ic education is not in the control of the teachers but the emphasis of the esthetic practice and the quality of the teachers could be improved by the application of Orffs approach. As a whole, this should be important as Orff Music Pedagogy fundamentally surmounts two or three barriers in Chinese music education that China is facing in the modern world.Despite of the fact that the Orff Music Pedagogy has been used worldwide, thither are still some difficulties of applying this horse operaized methodology of music teaching to Chinese primary schools because of the intractable cultural customs and spoken communication difference. Burnaby and Sun (Jun., 1989) have revealed a number of problems in their article when applying the western teaching methods to the Chinese education. They have put forward a categorisation of linguistic problems that the Chinese students are facing and some Western teaching styles are only applicable to a particular range of students in China. According t o what Burnaby and Sun have researched, the Orff Music Pedagogy, which is a German music education approach, might not be feasible or less efficient if applied to China. At the same time, the research that Burnaby and Sun have done was mainly concentrated on language teaching and the Orffs notion is about music educating. Hence, it could make a difference when education is in the realm of music as music is beyond the nations and languages.Besides, the sizes of the primary school classes in China and the availability of certain instruments and equipments are the most significant disadvantages when applying the Orff Music Pedagogy to China. On the one hand, the average size of a class for primary schools in China is around sixty and it has been criticized because there are little or no interactions between the teachers and the students. Its the same when music education is being conducted in Chinese primary schools. As it is mentioned before, the Orff Music Pedagogy will require a gre at deal of teacher-student interactions and wonderful size of the class will make the approach hard to implement. On the other hand, there are insufficient equipments provided in the Chinese schools as mentioned by Hamilton and Hilree J. (2005) in his article. It is evident that without professional instruments and teaching tools, Orff Music Pedagogy cannot be carried out in an efficient way or even unable to proceed at all. Thus, short-term speaking, the changes of this condition which involves training teachers, minimizing class size and purchasing equipments should take a long time and enormous amount of fiscal funds, which is actually the disadvantage of applying this approach.Nevertheless, the situation of having insufficient resources should be better in the future time, for the Chinese economy is booming and financial funds allocated on education are increasing. Based on Dings (2006) post and for long-term consideration, the size of the classes in China could be smaller an d schools could be better equipped, making the application of Orff Music Pedagogy more minded(p) and feasible, which will benefit the Chinese children in the primary schools invaluably in monetary value of music education.In conclusion, the application of Orff Music Pedagogy in Chinese primary schools has greater amount of advantages than the disadvantages. In simple language, Orff Schulwerk Music Pedagogy is conducive to Chinese primary school because it is a good method for cultivating students, besides that, it could motivate childrens interests and creativity effectively and most importantly this method could benefit Chinese music education in future times. However, owning to a kind of western musical pedagogies, Orff music approach may be not completely suitable for the current music education in China due to the limitation of resources and culture difference. Most significantly, the advantages are more crucial and vital comparing to the disadvantages as discussed above becau se those barriers and obstacles such as lack of fund and resources have solutions. Short-term speaking, there might be more disadvantages and less benefits. Nevertheless, to a long-term consideration, the application of Orff Music Pedagogy in Chinese primary schools could have a far-reaching effect to the Chinese music education system and that influence tends to be positive. One cannot undervalue this influence as it could benefit millions and millions of Chinese young children and the creativity upraise by Orff Music Pedagogy in the primary schools may lead a Chinese young child to compose his own chef-doeuvre and become predominant in the future. All in all, the application of Orff Music Pedagogy can be both a lens finished which we can see the future of Chinese primary music education and a mirror reflecting its unparalleled teaching notion and well-developed methods.References ListBurnaby, B. Sun, Y. L. (1989). Chinese Teachers Views of Western Language Teaching Context In forms Paradigms, TESOL Quarterly, 23(2), 219-238.Brock, (1977), Innovative music education an investigation and comparison of the teaching methods of Carl Orff, Zoltan Kodaly, and Madeleine Carabo-Cone, (OCLCs Experimental Thesis, University of Mississippi, 1977). Retrieved fromCarl, O. (1983, October). Orff-Schulwerk Past and Future. Paper present at the opening of the Orff Institute in Salzburg. Published by Schotts, B, The exposition is by Murray,M.Clausel, S.L.S. ( n.d). Applications of Cambornes model of literacy learning and the Orff-Schulwerk Music method to the development of a curriculum model for Mississippi music education, The University of Mississippi.Ding, M. M. (2006). The development and the reform of the music education in China since1980. (Master dissertation, University of Wuhan Conservatory of music, 2006). Retrieved fromHamilton, Hilree, J. (2005). Echos from a Teaching essay in China. 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