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ORFF-SCHULWERK Music for Children 2006/07 ORFF-SCHULWERK Music for Children 2006/07 SCHOTT MUSIC ORFF-SCHULWERK Music for Children Carl Orff devoted much of his life to the development of a philosophy of Music for Children, based on his belief that music is the natural outcome of speech, rhythm and movement. His ideas and pioneering work have had a major influence on music and dance education throughout the world and today that work continues under the guidance of leading teachers and educators in many countries. The five basic German volumes of Music for Children by Carl Orff and Gunild Keetman were published between 1950 and 1954. Editions have since been published in Bolivia, Brazil, Canada, Czechoslovakia, Denmark, Estonia, France, Ghana, Great Britain (including a special Welsh edition), Greece, Italy, Japan, Korea, Latin-America, the Netherlands, Portugal, Spain, Sweden, Taiwan and the USA. In 1952 the first edition in translation appeared, an English language adaptation by Doreen Hall and Arnold Walter for their Canadian and American students. A few years later, Margaret Murray independently developed a version (1957-1966), essentially to fulfil the needs of United Kingdom teachers. Inevitably the considerable growth of Orff-Schulwerk in the United States led to the publication of the American Edition (1977) to satisfy the requirements of a different educational system and national heritage. 2 Content American Edition . 5 Supplementary Volumes . 7 Murray Edition . 16 Welsh Edition/Argraffiad . 17 Supplementary Volumes . 17 Hall/Walter Edition . 18 Supplementary Volumes . 18 Suggested selection of other useful material . 19 Editions in other languages . 21 Books . 26 Schott Music Corporation Schott Music Ltd. 35 East 21st Street, 8th Floor 48 Great Marlborough Street New York NY 10010 London W1F 7BB / Great Britain USA Schott publications are available at all good music stores. KAT 96-99 Errors excepted. Catalogue compiled: June 2006 Visit our site on the Internet at www.schott-music.com 3 Orff-Schulwerk: Music for Children has proved itself to be a stimulating source of material for music teaching. Carl Orff’s fundamental educational ideas have revitalized music education in nursery schools, at all levels of primary and secondary education and in special music schools, based on the concepts that: • music, dance and language are interrelated and animated through rhythm. • when children discover, invent, improvise and compose, their experience of music is intensified. These creative activities are complementary to those of interpreting and listening to music. • all who take part are encouraged to contribute, not only vocally but also instrumentally. • the Orff approach to music education is many sided; it is concerned with practical music-making, it provides fundamental experiences and it lays the foundation for a comprehensive musical training. • movement games and activities for body awareness in space, time and flow, lead to movement improvisation and dance forms. • music and dance have been notated in many different ways in history. Various ways of writing down sounds and music, as well as playing from and interpreting different kinds of scores, are being explored. Today, countless teachers and institutions are using these ideas. More and more teachers look for ways of involving their students in active music making. In particular, they seek to challenge their pupils’ creativity by the use of music, dance and speech – as media of human expression – as a foundation of all education. A prerequisite for work in Orff-Schulwerk is the artistic and pedagogical training of teachers. The Orff Institute was founded in 1961 as a Department of the ‘Mozarteum’, in Salzburg, Austria. Training offered includes a four-year diploma course, a two-year post-graduate course, and a one-year course in English. At the opening of the Orff Institute in Salzburg in 1963, Carl Orff ended his speech with a quotation from Schiller: ‘I have done my part, now do yours.’ That challenge has been taken up by teachers worldwide. 4 AMERICAN It mirrors a vision of an education which considers music and dance not as a ‘fringe EDITION programme’ but essential for our entire being. These media ‘…are, in all world cultures, as t was in the mid-1950s that the ideas which important for survival as water and air. Man ICarl Orff established in his Schulwerk first becomes an entity again when he makes music achieved prominence in the United States and and when he dances; he uses his hands and Canada; the publication in 1956 of Doreen Hall feet, his body, his senses, his intellect and and Arnold Walter’s adaptation into English emotion.’ Herman Regner (in the Foreword to represented the first venture in applying the Volume 1 of the American Edition.) original Carl Orff/Gunild Keetman work towards the needs of a different language and Music for Children educational culture. Co-ordinator: Hermann Regner (Orff Institute, Salzburg) The new American Edition, developed twenty based on the original German Edition years later to meet the needs of a country with Musik für Kinder. an immensely rich cultural and ethnic heritage, demanded a large and diverse team of collabo- This edition follows the tradition of Schulwerk rators to draw upon this wealth. Carl Orff and editions from other countries and contains his publishers entrusted Hermann Regner from some vocal and instrumental material from the the Orff Institute in Salzburg with the concept original Schulwerk. However, most of the and co-ordination of the series; in this way, the material has been contributed by leading Edition would profit from the experience educators using material developed in gained from all parts of the world in this American classrooms, that reflects the vast adaptation of Orff’s pedagogical ideas. panorama of the cultural heritage of the United States. Photographs and sample lessons The three volumes of the American Edition illustrate the work. In all volumes there are contain a wide range of both traditional and several articles, each dealing with a specific new material (speech exercises, games, dances, topic within the field of Music and Dance texts, songs with instrumental accompaniments, Education. These unique volumes provide a instrumental pieces, information on how to rich and varied source of material which will use the material). Orff-Schulwerk is not a stimulate the imagination of Orff-Schulwerk method that should be followed page by page; teachers everywhere. it is a collection of material that invites original arrangements or variations and the composition of complementary and contrasting material. 5 Volume 3 Upper Elementary Contributors: Tossi Aaron, Patricia Brown, Cynthia Campbell, Isabel Carley, Nancy Ferguson, Jane Frazee, Ruth Pollock Hamm, Lynn W. Johnson, Maureen Kennedy, Marcia Lunz, Erik Nielsen, Sue Ellen Page, Becky Pinnell, Martha Pline Polon, Pat Riello, Konnie Saliba, Miriam Samuelson, Mary Shamrock, Donald Slagel, Arvida Steen, Judith Thomas SMC 8 Volume 1 Pre-School Contributors: Tossi Aaron, Millie Burnett, Isabel Carley, Virginia Ebinger, Nancy Ferguson, Ruth Pollock Hamm, Maureen Kennedy, Marcia Lunz, Dorothy Lyons, Virginia McGivern, Erik Nielsen, Sue Ellen Page, Martha Pline Polon, Arvida Steen, Judith Thomas, Lillian Yaross SMC 12 Volume 2 Primary (Revised Edition) with a foreword by Carl Orff. Contributors: Tossi Aaron, Arnold E. Burkart, Isabel Carley, Gerald P. Dyck, Nancy Ferguson, Jane Frazee, Ruth Pollock Hamm, Maureen Kennedy, Susan Kennedy, Marcia Lunz, Joachim Matthesius, Grace Nash, Erik Nielsen, Sue Ellen Page, Martha Pline Polon, Jacobeth Postl, Pat Riello, Konnie Saliba, Miriam Samuelson, Donald Slagel, Judith Thomas, Martha Maybury Wampler SMC 6 6 Supplementary ¡Quien Canta Su Mal Espanta! Singing Drives away Sorrow! Volumes Songs, Games and Dances from Latin America (Sofia Lopez-Ibor and Verena Maschat) NEW EDITIONS A selection of songs, games, dances, stories and instrumental pieces from the Spanish- Around the Corner and Away speaking countries of Central and South- We Go America: Argentina, Bolivia, Chile, Colombia, (David Gonzol) Costa Rica, Cuba, Ecuador, El Salvador, This folk song collection provides models of Guatemala, Honduras, Mexico, Nicaragua, arrangements to be taught using Orff Panama, Paraguay, Peru, Puerto Rico, Schulwerk processes. The arrangements may Dominican Republic, Uruguay and Venezuela. be taught as printed or used as the basis for This book presents a rich and varied selection creative extensions – or both. The accompany- of material from an immense geographical ing teaching suggestions give examples of how area, combining local traditions with foreign to break down instrumental parts and elements and influences to engage and inspire sequence the presentation of them develop- teachers and students. mentally. Dance or play-party instructions are A DVD with practical demonstrations of the also given for some songs. dances will help teachers present these materi- SMC 567 als in the classroom. SMC 568 Pieces and Processes (Steven Calantropio) In Pieces and Processes, the author has brought together a collection of original songs, exercises, instrumental pieces, and arrange- ments in an attempt to provide fresh examples of elemental music. The works represent a wide variety of styles that draw upon the musi- cal models of the Orff Schulwerk for inspira- tion. Along with each piece is a detailed teach- ing procedure designed to give music educa- tors a collection of instructional techniques that can be used in all aspects of their work. A “Process Teaching Toolbox” organizes these techniques by musical element. SMC 569 7 African Songs for School Animal Cracker Suite and Community and other poems (Robert Kwami) (Deborah A. Imiolo-Schriver) (Key Stage 2) (Key Stages 2 and 3) A selection of 12 songs including traditional A set of four original poems arranged for material and original compositions by the speech chorus, body percussion and percussion author. ensemble. Twenty-one additional original This volume is intended for use by primary and poems are included for teachers and students secondary teachers, by students in schools and to make their own musical settings. other educational institutions, and by SMC 561 performing groups – choirs, bands and clubs.
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