The Analysis Of Meaningful Experiences Of Orff, Kodaly’s Children’s Music Teaching Methodology

In a century, Orff, Kodaly’s children’s music pedagogy, used as reference bymany countries, has become a worldwide children’s music education paradigm. Sincethe early eighties of last century, music education academia of China became familiarwith Orff, Kodaly’s children’s music education methodology by the breeze of reformand gradually began to practice it in school. Until the end of last century, Orff,Kodaly’s children’s music pedagogy has become an important teaching mode ofmusic class in early childhood education, pre-school and school in developed cities.Promotional materials, teaching aids were also widely distributed in majorbookstores.This thesis studies six schools in four cities based on these two teaching theories,trying to discuss the significance to use Orff, Kodaly’s children’s music pedagogy asreference in Chinese elementary music education from micro and representationalperspectives.Due to the differences of economic, geographic, historical and culturalconditions, we found that many elementary school music education status distinctedfrom each other. Although many music classes in even developed cities cannot beoptimistic, there are rich learning atmosphere in non-government schools, whichprovides opportunities for children to get more musical and cultural knowledge andmore professional training outside from the campus. In contrast, elementary schoolmusic education is in very awkward situation in some second-tier cities and evencounty-level towns.Factors contributing to this phenomenon are very complex, this thesis canhardly give an thorough analysis. Therefore, instead of seeking the cause, this thesis,based on the data obtained during the study, brings up questions then trys to expoundand prove the significance to use Orff, Kodaly’s children’s music pedagogy asreference in Chinese elementary music education.Through the study on six schools in four cities and the interpretation of teachingcases which used Orff, Kodaly’s theory, this thesis believes that Orff, Kodaly’schildren’s music pedagogy plays an important role in elementary school musiceducation in China. The inherent cultural attitudes and caring way of this pedagogydeeply matches Chinese traditional music culture and education content, which isbeneficial to promote Chinese current elementary school’s music education systemreform; to accelerate the blend of traditional music culture in the education ofchildren into the opening stages; to activate the deep and broad resources ofchildren’s music education; to build up children’s music education mode withChinese value.This thesis also believes that the fundamental problem is to have enoughrational cognition on these two educational methods and recognize that taking anexample by this pedagogy is aim to achieve the main cultural awareness andself-confidence and build children’s music education mode with Chinesecharacteristics. Due to the shortage of the theoretical training and research capacity,there are many theories needed a further sublimation in this thesis, which expect youto give advices.