The History Of The Orff Schulwerk Approach To Music Education

Another popular philosophy of music education discussed in this weeks reading, is that of Bennett Reimer, the teacher of David Elliott, known as the Aesthetic philosophy. This philosophy is “an experience-based philosophy of music education is one that focuses on and cherishes all the many ways music can be experienced and all the many music’s offering the special experience music provides.” (Reimer, 2005, p. 69)

Living in a world surrounded by noises and sounds, one cannot deny that music lives all around them. Schools, street corners, sporting events, there is one thing you will always find: music. Music education is quickly becoming defunct in schools, as many try to decry its many benefits. A growing emphasis on the concrete subjects of math and science, whose benefits are more immediate, are pushing the creativity and imagination of music classes to the back of the budget. Music education is no longer described as stimulating and exciting, but rather unnecessary and distracting. But the benefits of having an education in music is undeniable. Simply being around music can have a positive impact on life. Music enables the human race to discover emotions that they have never uncovered before. The human mind is refreshed by music; “our imagination and memories are stimulated by the sounds, and summon feelings and memories associated with the musical sound” (Wingell 15). Without music, the world would be silent. Lifeless. No matter what language one speaks or what culture one is from, music is a universal language, connecting the hearts of people around the entire world. In schools throughout the nation, that connection is being severed because of budget cuts and lack of funding, but the benefits of music education are clear. The benefits of having an education in music are not only present in the classroom; a lasting impact is also left on the social and emotional growth of a person, though the gains may not be evinced immediately. Participating in musical education programs in schools can give students the opportunity to form lasting friendships and to gain skills that will last them their entire lives. Music education can be beneficial to students because it enhances students’ performance in the classroom, aids in improving student’s interest and engagement in school, and advances students’ social and emotional growth.

I. Plato, a Greek philosopher once said “I would teach children music, physics, and philosophy; but most importantly music, for the patterns in music and all the arts are the keys to learning.”

“Musical is a universal experience. With few exceptions, all humans perceive musical pitch, tone, timbre, and harmony. We listen to music to relax, to help us think, to celebrate, and grieve. Our emotional responses to music have been noted in literature, poetry, and drama. The power of music to evoke an emotional response is used by advertising companies, film directors, and mothers singing their babies to sleep. Early education teachers are familiar with using music and rhythm as tools for learning language and building memory. (Foran, 2009) Several musical melodies are used in grade school to learn information. Music is used in my math classes across the world to enhance the learning process of formulas. English classes use music help children learn prepositional phrases, adjectives, adverbs, noun, and etc. However, after most scholars reached a certain grade level, using music to achieve new heights academically became a technique of the past. Most instructors didn’t bother using music in order to help retain information. It was almost as if it was forgotten about. But, if music is so important why isn’t it allowed in most classrooms today? Many teachers are not fond of music in the classroom. To many, it is seen as a distraction. Is it the type of music a person chooses to listen to? Would it be different if the music chosen by

Music is everywhere and has been a part of human existence for eons (Dinham, 2014, p. 265). Music has been a part of Australian schools for the last hundred of years, over the last fifteen years the application of music has seen a drastic change with the appearance of the internet and increase of accessibility. In spit of this the elements of music has not changed and forms the basis of music. When teachers or children sing they use those elements automatically (Dinham, 2014, p. 270). The curriculum has an expectation that children will learn to listen to music, compose and make music (ACARA, July, 2013, p. 93). There is a range of music that can be used to teach children; explore music concepts, by singing, playing instruments, by listening, composing songs or music, dancing or moving on music. Children, through participation and appreciation will discover about themselves form bonds with other children and become more aware of different cultures (Dinham, 2014, p. 266). Teacher’s participation, regardless of status, need to ensure that children are getting an education in music. The opportunities and experiences, to create, perform and record given to us as pre services teachers will be of a great help when facing the task of teaching children music in schools. Art education depends on how to motivated and support children, scaffolding their learning, and build on their enthusiasm to join the praxis of

Diana Hollinger, Russ Sperling, JoAnn Ford (2009, november 5). the state of music education in schools. (M. Cavanaugh, Interviewer)

In this article Romick starts from the moment he finds interest in academic through music, which was in eighth grade. Moving on the years, he finds himself in high school applying those same concepts in his class. That is when he emphasize the use of music to hook the young minds, just as

Inspiring students to take on science, technology, engineering, art and math, and look at these subjects in a different way--as something they can easily learn takes some creativity. It doesn’t get any more creative than using music to get students excited about these subjects.

Across the United States many elementary school music classrooms are filled with simple and popular tunes such as Hot Cross Buns and The Ode to Joy, played on the recorder, while high school students may be playing collegiate or professional pieces of music such as Armenian Dances and Carmen Suites. I have been very fortunate to have gone on the journey of progressing through different music education programs within Fairfax County Public Schools. If I was never exposed to music while in elementary school I might not have ever found one of my greatest passions or been able to create such fond and unforgettable memories. While music education programs across the country appear large and strong, many schools are beginning to experience budget reductions. As a result, music is often the very first component of a school 's curriculum or programs to be cut or significantly reduced, but I believe this is not the right course of action. It is important to preserve and promote music education in public schools because of the proven cognitive, character,and academic benefits for students.

America has a great history from the beginning. It began with the migration of people from Europe. They colonized the states and began life there. They eventually fought for their freedom and now are the United States of America. Within this history is another profound history, which is the history of music education in America. Music education has changed and grown dramatically from century to century from the 18th century to present times. Each century show a great moment and growth in the history of music education. This paper will show how music education has grown from the 18th century.

Dr. Feierabend’s major focuses are teaching folk songs of our country in order to preserve them. He believes that this also helps children understand and appreciate classical music. He developed the method: First Steps in Music, which is a music and movement program made for infants until elementary children. The second method he developed was Conversational Solfege, which was a music literacy program for elementary children until college

Music has been around for thousands of years. Edward Bailey Birge, former Indiana University music professor, and author of the History of Public School Music in the United States, credits Lowell Mason (a leading figure of American church music) for beginning music education in America back in the 1830’s. Mason helped spread Bostons teaching of music education. From the 1830’s until the late 1920’s music education didn’t receive much attention. Though the subject was acknowledged in some schools across the country students did not have access to a proper music education. That was until the late 1920’s Edward Bailey Birge began the fight for music education. Along with being an auth Birge was also a founding member of the Music Supervisors National

Few would argue against the idea that we educate ourselves and our society so that we have adequate means with which to understand and interact with elements of the world around us. Subjects such as mathematics, language, history, and the hard sciences are granted immediate and unquestioned legitimacy in our schools, and with good reason. We encounter each of these elements of our lives on a daily basis. We need to have an understanding of these disciplines in order to interact with them, otherwise they are meaningless to us. I submit that the same can be said for the fundamental concepts of music. Music is something that we encounter in our society every day. It surrounds us. Indeed

The article is directed at the educators of primary students as a new way of achievement in the classroom. Giving the effects of teaching vocabulary through music following experiments in comparison to a traditional style of learning. This article gives an introduction, method, result, and

There are not many people in this world who do not listen to at least some form of music weather it be pop or rock music on the radio, or the classical music of Beethoven or Mozart. Each genre and style is very unique in it’s own way and some styles are more appealing to one person than another. That is why it is very important to expand the types of music taught in educational music programs.