The Kodály Method & Orff Schulwerk Masterclass Topics

The Kodály Method &

Orff SchulwerkMasterclass Topics

Fjaskern

Stick Game and Folk Dance

Great for ages 9-13

Tempo Change / AB Form

Following Tempo /Listening for musical cues

Echo Imitation

Characters

Two Cats

Three Green Frogs

One Rooster

Walking Turtles

Fish

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QuickTime™ and a decompressor

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QuickTime™ and a decompressor

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QuickTime™ and a decompressor

are needed to see this picture.

QuickTime™ and a decompressor

are needed to see this picture.

QuickTime™ and a decompressor

are needed to see this picture.

QuickTime™ and a decompressor

are needed to see this picture.

QuickTime™ and a decompressor

are needed to see this picture.

QuickTime™ and a decompressor

are needed to see this picture.

QuickTime™ and a decompressor

are needed to see this picture.

QuickTime™ and a decompressor

are needed to see this picture.

QuickTime™ and a decompressor

are needed to see this picture.

QuickTime™ and a decompressor

are needed to see this picture.

QuickTime™ and a decompressor

are needed to see this picture.

QuickTime™ and a decompressor

are needed to see this picture.

QuickTime™ and a decompressor

are needed to see this picture.

QuickTime™ and a decompressor

are needed to see this picture.

QuickTime™ and a decompressor

are needed to see this picture.

Characters

Two Cats

Three Green Frogs

One Rooster

Walking Turtles

Fish

What is the form of the melody?

Are there any phrases that repeat?

Where can we put a “choo choo?”

EE GG

BB EE

Yes No Maybe So

Engine Engine Number 9Going down Chicago LineIf the train goes off the trackWill I get my money back?

Sioux Lullaby

Composer Study through CompositionConcepts:• Wolfgang Amadeus Mozart

– Turkish Rondo from Piano Sonata No. 11 in a minor

• Sixteenth Notes• Form and Composition

What you need:• 4-6 Lesson Unit • Audio and Video Recordings• Rhythm Maniuplatives• Listening Map / Worksheets / Instruments

“I want to compose like Mozart!”-Immanuel (4th Grader)

• Practice Sixteenth Notes through synthesis and application

• Apply knowledge of structural form and rhythmic concepts

• Historical study of composer through reading nonfiction text

• Listening and analyzing important musical works• Student generated compositions and performances• Evaluate of the work of self and others

Building a Curriculum• What:

– Decide what musical concepts you will teach

• Where:– Grade Levels / Spiraling Curriculum / Unit Planning

• When:– Figure out a Scope and Sequence

• How:– Pedagogy

• Why:– Standards / Objectives

Finding Material

• Trainings!!!!!– Create your own Orff Arrangements– Song Collection and Retrieval System

• Workshops/Conferences• Folk Song Books and Teacher Resources• World Music• Your students and families!

Other tips…..

• Try to find authentic versions– Trusted Sources– World Music

• Careful with lyric content– Research historical content and meaning– Don’t shy from sensitive topics– Do so respectfully and responsibly

• Have a purpose for a song or activity– Curricular– Aesthetic or Artistic Importance– “Not too many potato chips”

Standards

• NAfME Standards for Music Education• National Coalition for Core Arts Standards• ISBE Fine Arts Standards • Common Core

– New York State School Music Association

AssessmentFormative and Summative

1. Student Self or Peer Assessments

2. Rubrics • Performance Assessments• Teacher Observations

3. Written Work and Tests

4. Dictation Exercises

5. Group Projects

Meeghan Binder

[email protected]

http://makingmusicwithkids.edublogs.org