I experimented with the Orff teaching method with kindergartens with my job at Cool Kids Music Co. The children would colour, draw, dance, sing and try out various instruments. The combination of playtime and learning worked well, however easily distracted children were hard to keep on track due to the ‘playtime’ nature of this approach. When playing the melody bells, some students listened and played their bell in time, whilst others, often too eager, played at the wrong time. Every student I have taught the melody bells to, expresses the want to play all eight bells before they are content to play one single bell. Letting them have a few minutes to experiment with the eight bells and the different pitches seemed to allow them to concentrate on one particular bell in a song. Therefore, the mixture of playtime and learning worked well. However, the balance between playtime and learning is vital in this method, as if there is too much playtime, it’s nearly impossible to get the children to concentrate on learning one song.
I also experimented with the Dalcroze approach (using the body as the main instrument) in groups where singing was the main learning experience. For example, when singing ‘Ring-a-ring o’rose’, students would all stand in a circle holding hands, dancing whilst they sing along to the song. When the lyrics say ‘they all fall down’, all students would fall to the ground. This method definitely saw the student’s engage with the songs, however, just like in the Orff approach, it instigated playtime. Once in playtime mode, students are hard to get back on track.
caitlingaffney 