Music for Children Vol. 1: Pre-School
Orff-Schulwerk American Edition
By American Orff-Schulwerk Teachers
Grades PreK - K
Teacher's guide to the Orff-Schulwerk approach. This book contains a rich collection of material and also many suggestions for use in the course of teaching. Offers models for the active participation of the whole class.
For teachers to use with pre-K to K.
A Picture Story
Explanation of Terminology
PART 1 - Games represent most of the contributions of this section. They involve speech, music and movement. Singing makes use of tonal combinations of so, mi, la, re and do. Listening Experiences involve pitch discrimination, contrasting timbres and phrase lengths. Reading and Writing Music begins with movement games and graphic representation of sounds. Instrumental Playingis not required at this time.
PART 2 - Instrumental Playing begins with a variety of pitched and non-pitched instruments. Speaking and Singing are closely related means of communication in the child's world. Rhythmic speech - different pitches, dynamics, tempo and expression - when combined with movement may lead to improvised singing or development of a melody. Songs add more tonal combinations. Reading and Writing Music continues.
PART 3 - Speaking and Singing still remain the most important activities. Tonal material of melodies is increased to 7 tones. Instrumental Playing - children can be motivated with individual tasks at the instruments from time to time. Reading and Writing Music develops in the 2 areas of graphic notation and conventional notation. Movement includes specific activities in which there is a systematic development of motor skills.
Movement - Marcia Luntz
Speech and Song in Early Childhood - Lilian Yaross
Improvisation and the Young Child - Arvida Steen
Instrumental Work - Maureen Kennedy
Listening Experiences for Young Children - Arvida Steen
Using Rhymes and Poetry with Young Children - Martha Pline
Involving Parents - Virginia McGivern
Index of Learning Experiences
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