Master of Music / Department of Music, Theatre, and Dance / Frederick Burrack / Prominent elementary music methods like Orff-Schulwerk, Kodaly, Suzuki, Music Learning Theory, and Dalcroze Eurhythmics share a belief in a sound-before-symbol approach: delaying notation instruction in order to first develop audiation, musical vocabularies, and concrete musical experiences. Unfortunately, piano pedagogy has not taken the same journey, with method books continuing to center on reading from the earliest. While piano pedagogy has made great strides as a professional music community, now it must adopt the same sound-before symbol approach of its general music colleagues, making room for experiential and creative activities as a core component of instruction. Through the integration of movement, exploration, and improvisation activities like the included examples, teachers can move beyond strict adherence to the method book, and change their focus from notational literacy to authentic musicianship.

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The purpose of the study was to determine the composition and characteristics of employer and employee negotiating teams during initial stages of legislated collective bargaining for public schools in Indiana. Study participants included superintendents and trustees and 204 presidents of identified exclusive representatives of bargaining units of Indiana school systems.Participants responded relative to the number, race, sex, previous negotiating experience, and professional employment positions held by negotiating team members; positions held in professional employment, previous negotiating experience, race, and sex of negotiating team spokesmen; remuneration of negotiating team members and spokesmen; and extent of use, position held on negotiation teams, basis of selection, previous negotiating experience, amount and basis of remuneration of outside experts in negotiations.Findings of the study were:1. Teacher negotiating teams were larger than teams representing boards of education. Teachers' teams increased in number as pupil enrollment of school systems increased.2. Almost all negotiating teams had one individual identified as negotiating team spokesman.3. School board member participation on employer negotiating teams increased as pupil enrollment of school systems decreased.4. Slightly more than 25 per cent of all superintendents participated on employer negotiating teams. Only one superintendent served as spokesman in school districts serving 12,000 or more students.5. The number of principals serving as spokesman increased as the pupil enrollment of school systems decreased.6. The number of business managers serving as spokesmen increased as the pupil enrollment of school systems increased.7. Assistant Superintendents for Personnel and/or Directors of Employee Relations served as spokesman only in districts serving 6,000 or more pupils.8. Attorneys served as outside experts on one-half of employer negotiating teams.9. Negotiating team membership reflected all segments of employer and employee groups.10. Slightly less than one-half of team spokesmen reported they had no previous negotiating experience. Almost 100 per cent of team spokesmen for school systems with 6,000 or fewer students were inexperienced.11. The years of previous negotiating experience of outside experts increased as the pupil enrollment of school systems increased.12. Almost 100 per cent of employer negotiating team spokesmen outside experts and team members were white males.13. Slightly more than three-fourths of employee negotiating team spokesmen were males.14. Employee negotiating team membership was composed of about one-half white males and one-half white females.15. Almost 100 per cent of the outside experts and spokesmen for employee negotiating teams were white males.16. Remuneration of outside experts ranged from $23,000 to $500. Per diem compensation ranged from $300 to $100. Per hour compensation ranged from $55 to $20.17. Almost one-half of employer team outside experts were paid on a per hour basis plus expenses.18. Outside experts serving employee negotiating teams were reimbursed in salary by state and/or national teacher organizations.Size of school district is a major factor in determining the composition and characteristics of negotiating teams.The amount or basis of remuneration paid to outside experts, spokesmen, or team members is not positively related to size of school system.Large amounts of tax dollars are being expended to carry out mandated negotiations.Employer negotiations are conducted by white males. Employee negotiations spokesmen are predominately white males.As of 1975 the status of negotiations in Indiana is one of attempting to implement a process; therefore, the level of sophistication in negotiations is minimal.Management personnel have lacked adequate preparation for negotiations and consequently have turned to outside experts until competent in-house negotiators are developed.Teacher groups rely heavily upon assistance provided through national networks of teacher organizations.

Thesis (master's in Music)--University of Wisconsin--Milwaukee, 2001. / Includes bibliographical references (leaves 55-59).

This thesis demonstrates how an interdisciplinary, organic music program built on the theory of Alfred North Whitehead and the practice of Carl Orff fosters freedom, imagination, creative expression, discipline, and wisdom so that children may learn about themselves, others, and the living world through an interdisciplinary approach to music. The thesis also addresses the failure of music educators to fully recognize and embrace the compatibility of Orff and Whiteheads work and the subsequent deficiency of school systems to provide aesthetic experiences through elementary music programs that develop wisdom.<p> The thesis underlines the importance of education that enables balanced growth in children; provides an historical perspective on the factors that contributed to the development of Orffs Schulwerk; emphasizes the importance of arts education in Whiteheads educational philosophy; and provides a constructive proposal for a music education program utilizing the philosophy and practice of Whitehead and Orff. The potentiality for music education and a process-based approach combining the work of Orff and Whitehead designed to nurture growth and wisdom and help children live life to the fullest, are underscored.

This thesis demonstrates how an interdisciplinary, organic music program built on the theory of Alfred North Whitehead and the practice of Carl Orff fosters freedom, imagination, creative expression, discipline, and wisdom so that children may learn about themselves, others, and the living world through an interdisciplinary approach to music. The thesis also addresses the failure of music educators to fully recognize and embrace the compatibility of Orff and Whiteheads work and the subsequent deficiency of school systems to provide aesthetic experiences through elementary music programs that develop wisdom.<p> The thesis underlines the importance of education that enables balanced growth in children; provides an historical perspective on the factors that contributed to the development of Orffs Schulwerk; emphasizes the importance of arts education in Whiteheads educational philosophy; and provides a constructive proposal for a music education program utilizing the philosophy and practice of Whitehead and Orff. The potentiality for music education and a process-based approach combining the work of Orff and Whitehead designed to nurture growth and wisdom and help children live life to the fullest, are underscored.

This creative project adapted the basic elements of the teaching methods of Zoltan Kodaly and Carl Orff to the teaching of the recorder. The resulting recorder teaching method includes the sequential presentation of musical concepts and skills of the Kodaly approach, and the philosophies and techniques for developing creativity of the Orff approach.The method consists of forty-one graduated phases of development accompanied by appropriate song materials and suggestions for varied creative activities included for the purpose of providing practice and experience with the musical concepts presented in the lessons.

The diploma thesis examines Orff Schulwerk as a system of thoughts applicable to music education and its use at General František Fajtl DFC Primary School in Prague 9. It briefly introduces Carl Orff as a pedagogue in the first part. It further describes the formation of Orff Schulwerk in Germany, its basic thoughts, its adaptation in Czechoslovakia and the birth of the Czech Orff's School. This thesis focuses in detail on a school, where music education is taught according to principles of Orff Schulwerk - General František Fajtl DFC Primary School in Letňany. Several chapters are also devoted to the founder of this concept Lenka Pospíšilová and her other projects. The last part of the thesis deals with the teaching of music education in classes with musical specialisation in the first and second grade of this primary school. Based on the research, it compares the teaching process of the two first-year classes with and without musical specialisation in the school year 2016-2017.

Diploma thesis Orff-Schulwerk Approach to Folk Songs for Elementary School Education consists of two parts: theory and practice. The first theoretical describes the basic Orff-Schulwerk thesis for education at the elementary schools in the lessons of Music or in the preparatory units of children choirs. Author introduces Carl Orff biography, circumstances of Orff-Schulwerk creation and its characteristics which is compared to the psychological theories, mainly with the flow phenomenon. The thesis covers the implementation of the Orff-Schulwerk approach to the Czech Framework Education Programme. Author compares studies describing the results of Orff-Schulwerk method in comparison to other methods. The research has not confirmed the thesis, that Orff-Schulwerk has better results in the music education field. The abroad studies confirmed, that Orff-Shulwerk approach is suitable for working with children with special educational needs. On the basis of the sources and literature, the author assumes that Orff-Schulwerk can lead to more intense interest in music and culture itself. Furthermore, the author enriches Orff's approach by ideas and approaches of two known pedagogues and composers: Zontán Kodály and Émile Jaques-Dalcroze. The diploma thesis covers their curriculum and those pedagogical...

Данная работа посвящена исследованию педагогической системы немецкого композитора Карла Орфа «Орф-Шульверк» в формировании иноязычной коммуникативной компетенции обучающихся на занятиях китайского языка. На сегодняшний день изучение китайского языка становится популярным среди школьников. Однако существует проблема повышения качества процесса обучения китайскому языку, необходимость использования нетрадиционных методов для успешного формирования коммуникативной компетенции обучающихся. Поэтому, актуальность темы исследования обусловлена практической потребностью в поиске новых методик и технологий преподавания иностранных языков. Первая глава исследования является теоретической базой, в которой описываются особенности формирования иноязычной коммуникативной компетенции, а также рассматривается использование элементов системы К. Орфа при обучении китайскому языку. Во второй главе проведена опытно-поисковая работа, разработан комплекс упражнений для формирования иноязычной коммуникативной компетенции, оценена эффективность применения элементов системы Карла Орфа в процессе обучения китайскому языку. Также даны методические рекомендации по применению элементов системы К. Орфа в обучении. Апробировав все упражнения в процесс обучения, мы добились положительных результатов. Большинство обучающихся повысили уровень сформированности иноязычной коммуникативной компетенции. Следовательно, проведенная опытно-поисковая работа подтвердила эффективность применения элементов системы Орфа и доказала необходимость ее использования в традиционной системе обучения. / This work is devoted to the study of the pedagogical system of the German composer Carl Orff "Orff-Schulwerk" in the formation of foreign language communicative competence of students in Chinese classes. Today, learning Chinese is becoming popular among schoolchildren. However, there is a problem of improving the quality of the Chinese language learning process, the need to use non-traditional methods for the successful formation of students' communicative competence. Therefore, the relevance of the research topic is due to the practical need to find new methods and technologies for teaching foreign languages. The first chapter of the study is a theoretical basis which describes the features of the formation of foreign language communicative competence, and also examines the use of elements of the C. Orff system in teaching Chinese. In the second chapter, experimental research work was carried out, a set of exercises for the formation of foreign language communicative competence was developed, and the effectiveness of using elements of the Carl Orff system in the process of teaching Chinese was evaluated. Methodological recommendations on the use of elements of the C. Orff system in teaching are also given. Having tested all the exercises in the learning process, we have achieved positive results. Most of the students have increased the level of formation of foreign language communicative competence. Consequently, the conducted experimental research work confirmed the effectiveness of the use of elements of the Orff system and proved the need for its use in the traditional learning system.