ELEMENTAL MUSIC & DANCE COURSE

An Orff-Schulwerk LEVEL ONE Accreditation Course 

Curriculum

LEVEL ONE Full.png

 Introduction

In Singapore’s levels, we aim to stay true to Carl Orff’s philosophy:

Music begins in the individual….”.   

 

Wolfgang Hartmann goes on to write that

The awareness that individuals possess a fundamental musicality and creative potential that must be accessed and developed, means that they can be guided to their personal creativity.

 

With this in mind, SingOrff believe in a levels’ training that will hopefully lead practitioners to follow the above quote.

 

There are 3 main areas in our training course which the participants have to undergo, in alignment with the unity of speech movement and music.  They are namely: -

    1. Speech

  • Learning through chants, games and rhymes

  • Learning rhythm and meter through speech

  • Applications in the Classroom

  • Improvising with the voice and words

 

    2. Movement

  • Learning the parameters of movement

  • The Role of Movement and Dance in Orff-Schulwerk

  • Summary of Laban’s Analysis of Movement

  • Folk Dance in the Classroom

 

    3. Music

  • Role of Singing;

    • Improvising

    • Exploration

    • Technique

    • Repertoire

    • Solfège in the Contemporary Orff-Schulwerk Classroom

  • Descant and Alto Recorders;

    • Improvisation,

    • Exploration,

    • Technique,

    • Repertoire

  • Orchestration

    • Introduction to Orff Instrumentalism

    • Improvisation

    • Exploration

    • Borduns

    • Ostinati

    • Notation

    • Concepts of Elemental Arrangement

 

Knowledge & Understanding (Theory Component)

By the end of each level, the participant should be able to:

 

  • Employ rhythmic speech, solfege system, with moveable do, to teach simple melodies and folk songs.

 

  • Develop ability to teach sequential processes for performance skills and use instructional frameworks to help students to create, perform (using notation, improvising, etc) and respond to music using hand-held non-pitched percussion instruments and pitched instruments (Soprano recorders and Orff mallet percussion).

 

  • Dramatize movement activities appropriate for wide-ranging experiences from keeping a steady beat to folk dancing, developing movement technique and acquire dance termilogy.

 

  • Improvise, sing and perform songs and pieces in

    • Ionian, Dorian and Aeolian modes (Level Two)

    • Pentatonic scales, in Doh and Lah modes

 

  • Employ, analyse, arrange, and execute elemental Orff-Schulwerk accompaniments for simple melodies including proper use of Bordun, ostinato and other harmonic-based textures.

 

  • Perform in unison, parts or canon through singing, movement and playing of both pitched and unpitched instruments, including recorder.

 

  • Analyse and understand elemental forms; call and response, antecedent and consequent, binary, ternary, rondo, aaba, abab, abca, aaab etc.

  • Utilize notation, both graphic and formal notation.

 

On completing each level, skills, knowledge, technique, and pedagogical processes will be incrementally augmented.

 

Knowledge & Understanding (Pedagogical Component)

  • Employ the following strategies/processes in instructional frameworks in all aspects of the Orff-Schulwerk, namely speech, music and movement: -

    • Exploration

    • Improvisation

    • Creation

    • Layering

    • Mirroring

    • Echo

 

  • Develop confident non-verbal cueing in a classroom setting

 

  • Foster process analysis in both teaching and musical skills

 

  • Demonstrate clear, succinct instructions in class

 

 Curriculum Modules

 

1. ORCHESTRATION

 

LEVEL

1

 

PROCESS/CONTENT

•    Notation
•    Improvisation
•    Layering
•    Exploration
•    Creation
•    Correct mallet technique

 

OUTCOMES

•    Notation
•    Notating a Speech Piece to

      Body Percussion
•    Notating a Speech Piece to     

     Non-Melodic Percussion
•    Knowledge of Orff

     Instrumentarium
•    Demonstration of the

     elemental components in an

     Orff arrangement
    •   Melody
    •   Bordun
    •   Ostinati
    •   Colour
•    Demonstrate ability to bring in

     players in an ensemble through

     layering of instruments

 

RESOURCES

Texts on Theory and Practice of Orff-Schulwerk

 

2. STRATEGIES IN AN ORFF-SCHULWERK CLASS

 

LEVEL

1

 

PROCESS/CONTENT

•    Correct mallet technique for

     barred instruments 
•    Correct unpitched percussion

     technique  
•    Body percussion techniques

     with imitation and

     improvisation in meters of in

     different meters.
•    Introduction to Keith Terry’s

     Rhythm Blocks.

•    Rhythmic question and answer
•    Echo, imitation, exploration
•    Perform canon 
•    Perform ostinati in all media in

     different meters
 

 

OUTCOMES

•    Perform songs in Doh and lah

     pentatonic tonalities. 
•    Add  Bordun, Simple, Level,

     Arpeggiated to pentatonic

     songs

•    Perform and improvise

     rhythmic ostinati of different

     lengths in varied time

     signatures

•    Perform melodic ostinato. 
•    Play on barred instruments

     ostinati, melodies and

     improvisations in C, F, G doh

     Pentatonic and a lah

     pentatonic.
 

 

RESOURCES

Examples from Volumes I and II Music for Children Orff/Keetman Murray Hall versions and other appropriate local material.

 

3. PEDAGOGY

 

LEVEL

1

 

PROCESS/CONTENT

•    Simultaneous imitation 
•    Echo 
•    Ostinato 
•    Call and Response
•    Layered Entries 
•    Rondo  and other elemental

     forms aaba, abab etc. 

 

OUTCOMES

•    Effective cue using

     simultaneous imitation in BP

     and instruments 
•    Effective cue echo and Q/A
•    Teach instrumental parts using

     various forms of imitation,

     mirroring, and body percussion

     preparation.  
•    Teach a speech rhyme with

     body percussion parts that

     transfer to untuned

     percussion. 
•    Use technique of layered

     entries in ensemble

     performance

 

RESOURCES

Examples from Volumes I and II Music for Children Orff/Keetman Murray Hall versions and other appropriate local material.

 

4. VOCAL

 

LEVEL

1

 

PROCESS/CONTENT

•   Vocal improvisation with doh

     and lah pentatonic 
•    Use improvised vocal sounds

     in echo play and

     question/answer 
•    Develop a repertoire of

     singing games, songs with

     movement. 
•    Vocal exploration
•    Simple Vocal Warm-ups
 

 

OUTCOMES

•    Use improvised vocal sounds as

     accompaniment for poems,

     stories, movement 
•    Interpret graphic notation

     vocally 
•    Sing with confidence while

     keeping a rhythmic or melodic

     ostinato. 
•    Display part independence in

     singing canons and ostinati

     against a melody. 
•    Improvise vocally in doh  and

     lah pentatonic using a neutral

     syllable or solfa. 
•    Speak and sing melodies in

     different metres 
•    Sing and simultaneously

     perform BP

 

RESOURCES

Examples from Volumes I and II Music for Children Orff/Keetman Murray Hall versions and other appropriate local material.

 

5. RECORDER

 

LEVEL

1

 

PROCESS/CONTENT

•    Improvisation
•    Layering
•    Exploration using different

     media
•    Creation
•    Breath exercises through

     games
•    Tongue exercises through

     games

 

 

OUTCOMES

•    Finger Play
•    Bird Calls on the Mouthpiece
•    Ability to play excerpts from

     the volumes
•    From a song, play notes cut-

     outs
•    Improvising and composing

     easy pentatonic tunes

 

RESOURCES

Examples from Volumes I Music for Children Orff/Keetman Murray Hall versions and other appropriate local material.

 

6. MOVEMENT

 

LEVEL

1

 

PROCESS/CONTENT

•    Improvisation
•    Layering
•    Exploration
•    Creation
•    Body Activities:  Locomotion,           Gesture, Rising, Sinking, 

     Turning

•    Body Awareness 
•    Elements of Dance: Space, 

     Pathways, Levels, Force, Speed,

     Dynamics 
•    Movement Accompaniment 
•    Folk Dance
•    Children's games 
•    Role of Movement and Dance in

     Orff Schulwerk

 

OUTCOMES

•    Utilise the elements of dance

     and body activities in creating

     movement pieces. 
•    Accompany movement 
•    Devise a simple folk dance. 
•    To express the elements of

     time (pulse, meter, rhythm

     patterns) through movement. 
•    Teach a simple folk dance

     through simultaneous imitation

     and echo techniques.

 

RESOURCES

Texts on Theory and Practice of Orff-Schulwerk

 

Questions? Contact us at singorff@gmail.com