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MISCELLANEOUS INFORMATION
THE ORFF PROCESS!
EXPERIENCE
IMITATION
EXPLORATION
IMPROVISATION
Guided experiences in spontaneous exploration of the media to
be developed.
Echo response using movement, speech, singing, body
percussion and instrumental play. (mirroring - Student follows
leader!)
Guided experiences in applying new ideas in movement, speech,
singing, body percussion and instrumental play.
Invention of original material using movement, speech, singing,
body percussion, and instrumental play.
CHILDREN'S REPERTOIRE!!
Key
Scale arrangement
Range/Tessitura
Match with voices

Vowel modifications
Melodic Movement
Disjunct or conjunct

Syllabic or melismatic

Direction
Phrase structure
Definite phrases

Length
Rhythmic quality
"echo-able"

Complexity
SINGABLE!
What can I teach with this
piece?
MUSICAL
CONSIDERATIONS
NON-MUSICAL
CONSIDERATIONS
Subject Matter
Textual relationships

Age-appropriate (interest)
Vocabulary
Language

Words

Pronunciations

Meaning in context
What can I teach with this piece?
WHAT I HEAR
I'LL FORGET

WHAT I SEE
I MAY REMEMBER

WHAT I DO
I'LL UNDERSTAND!!


THE KEY TO ELEMENTARY GENERAL
MUSIC IS EXPERIENCIAL LEARNING!!

TAKE THEM FROM THE KNOWN...
TO GET THROUGH THE
UNKNOWN...
TO GET TO A NEW KNOWN!!
The Constructivist Classroom
Construct = to build
Ism = belief or theory
Constructivism is about learning and cognition
Constructivist Strategies
Pose problems of relevance to learners

Structure learning around "big ideas" or primary concepts

Seek and value student's point of view

Adapt curriculum to address students' suppositions

Asses student learning in the context of teaching
What does a constructivist classroom look like??
Teachers encouraging student autonomy and initiative

Use primary sources, with manipulatives, interative, and
physical materials

Use cognitive terminology like "classify", "analyze",
"predict", and "create"

Student responses drive lesson - shift instructional
stratigies and alter content

Seek student's inquiries and understandings BEFORE
sharing their own

Encourage student dialogue and with teacher as well

Use thoughtful, open-ended and encouraging questions

Seek elaboration of student's intial responses

Engage students in experiences that might contradict their
initial hypotheses and then discuss

Allow for wait time

Construct relationships and create meaphors

Use of learning cycle model: explore... instruct... apply
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