Page 72 - CJNov_Dec24
P. 72
CHORTEACH
Community, Cooperation, and ARTICLE
Collaboration through
Orff Schulwerk in
Middle School Ensembles
by Ellie Johnson
“After almost half a century of involvement activity within the ensemble classroom is one way
with the practice of Orff Schulwerk, I am that middle school directors can infuse their rehears-
convinced that the emotional growth that als with opportunities to observe, guide, and appre-
Orff sought as an effect of his approach re- ciate adolescent musical creativity and voice while
sults from participating in group efforts that still providing quality ensemble training. This article
are creative at their core.” will discuss two characteristics of the Orff Schulwerk
approach that are suited to middle school ensembles;
—Author and Orff Schulwerk offer rationale for including cooperation, collabora-
proponent Jane Frazee 1 tion, and Schulwerk-inspired play in the ensemble;
and share some application ideas to try in your re-
Community, collaboration, and cooperation are hearsals.
fundamental to adolescent needs and can be inte-
grated into instructional design. Middle school stu-
dents are kids who desire to talk with one another The Orff Schulwerk Approach
(constantly), and play, create, and revise as collab- Orff Schulwerk is not a method—it’s a “peda-
orative groups. Music psychology identifies stu- gogical philosophy” that places student creativity as
dent peers as influential persons—for better or for top priority. It is a whole-body musical experience
4
2
worse—in adolescent development. Our middle designed for all learners. Secondary practitioners,
5
school ensemble members are existing in a liminal however, can be quick to pass up resources, work-
space somewhere between childhood and adult- shops, and materials labeled “Orff,” as these re-
hood, and they often look to their peers for approval sources likely feel ready-made for our friends and
as they traverse this space. They exhibit a desire for colleagues in the elementary general music world.
more autonomy, more responsibility, and move to- Those who have served in middle-level positions
ward specialization as their brains and bodies shift that only offer ensemble-based classes sometimes
to accommodate and fine-tune increasingly specific overlook the magic that Orff Schulwerk provides,
skills. Music educators can offer a balancing hand particularly as it comes to group music-making prac-
3
as these students navigate adolescence together. tices that can help teachers reach large ensembles in
Embracing flexible, Orff Schulwerk-guided music unique ways.
70 CHORAL JOURNAL November/December 2024 Volume 65 Number 4
