Yesterday I posted the first of a series of posts for this week. Please go to yesterday’s date on the calendar if you need to catch up.
Volume I of the Orff-Schulwerk (MMOSVI) is broken down into three primary sections. (Sections and sub-sections we are using in this workshop are notated with a * and cited).
I. Nursery Rhymes and Songs (* page 32 #37, Farewell to the Old Year)
II. Rhythmic and Melodic Exercises
- Speech exercises (good examples of setting text to rhythm)
- Rhythms for imitation *
- Rhythms for clapping, melody making and fitting words to rhythmic patterns (*group activity)
- Rhythms for ostinato accompaniments
- Rhythms over ostinato accompaniments (*group activity)
- Rhythms to be completed
- Rhythmic rondos, examples, and exercises
- Songs with rhyme accompaniment
- Rhythmic cannons ( creativity p.74 #7)
- Exercises for knee slapping (preparing for transfer to instruments)
- Melodies to be completed
- Ostinatos for tuned percussion instruments
- Canon exercises (*group activity)
III. Instrumental Pieces (we are going to selected pieces below)
- #7 page 99
- #17 page 104
- #31 page 111 (*if time)
- #40 Cannon page 131
- I. Nursery Rhymes and Songs
I see these as great examples of setting text to melody. The accompaniment is far too difficult for children and, if played, must be modified (perhaps using a simple drone). If the text isn’t useful for you and your students- change it! It is perfectly acceptable and even ENCOURAGED to alter the model and make it your own.
The Schulwerk was not created to be a curriculum. It is the development and process that is important.
Example: “Farewell to the Old Year” page 32, #7 (MMOSVI)
- Teacher sings the song, students listen to complete song
- Teacher sings the song and students listen for purpose:______________
- Students begin taking over different phrases of the song
- Sing as a group in unison, sing as a canon with teacher, sing in canon with eachother
- Teacher teaches ostinatos
- Transfer to instruments