Study On Localization Practice Of Orff Music Teaching Method In Kindergartens

In the era of globalization and diversification of education, educators and educationresearchers in China are putting high values on the localization practice of foreign educationtheories. Therefore, in the field of music, the educators and researchers are paying more and moreconcerns to the localization practice of foreign music theories and conception based on theinheriting of the splendid local cultural heritage and assimilating the introduced. Meanwhile, thetendency of more and more recognition and approval of intelligent cultivating and quality educating,multi-intelligent theory is getting more and more popular and spreading in China. So, the tendencyof multi-culture of music, multi-approach of education, multi-quality cultivating and multi-effect ofmusic to children is coming to be our focus of education.Orff music teaching method, Originated from Germany and combined with multi-factorrequirement and process of localization, is regarded to be first-class method for the initial learnersteaching. It was introduced to China by professor Liao Naixiong, in the1980s and produced aprofound effect upon children music education in China. The conceptions Orff advocated such asOriginal music(A combination of performance, dance and lyrics, a music of the self-participated,not only being audience but also performers as well, this is what the original music means.---KarlOrff),localization and add-libbing are all highly close to the taste of preschool children and actinghabit, therefore, become children’s favorite and appreciated by educators. Involved in creativeactivities of music, preschool children would develop their capability of music and character whilesurrounded in their fine culture, so they entertain the activities and become self-educated anddeveloped. With the quality-oriented educating process and advancement of preschool children,more and more educators come to realize that it the best way to localize the Orff music teachingmethod in China if we insist on the three ingredient stages: introduction, assimilation, localizationand sublimation. Localization practice is also the fine approach for children to bepotential-developed, comprehensive quality developed and local culture to be flourished.Orff music teaching method is regarded as one of the three world famous music-teachingmethodologies, and it is a rather suitable to the current Chinese preschool music teaching practice.As said by Orff in his textbook “Each of those who work for children and teenagers with thetextbook Music Book for Children would recognize that the humanism spirit of the textbook wouldimpress the learners more than the content”. The education conception of the textbook is coherentto what preschool educators promote: multi-activities to promote children’s comprehensivedevelopment in the fields as physics, intelligence, virtue and beauty.This thesis puts emphasis on the localization practice of Orff Music Teaching Method. Theresearch methods taken in the thesis include documentation, action research, case study, experimentanalysis, and basic teaching content included in the preschool music teaching would include theOrff teaching method, the development, characteristics, conception and as like. The teachingpractice has been also adjusted to the current situation of pre-schooling and polices concerned. Thefocus of the problems projected to be solved covers: effective localization approaches of Orff musicteaching method, creative measures of preschool music teaching and children vigor promotingstrategies in classroom.The thesis covers mainly four parts: Introduction, Preschool music teaching practice,Multi-intelligence development，Conclusion.Part I mainly covers the background of this thesis, specific field of the research, understandingof the policies concerned, foundation and content of Orff music teaching method and theoretic and practice processes.Part II focuses on the Orff music teaching application and practice. It covers the following asselection strategy of localized textbook，exploration of localized teaching utensils, practice oflocalized teaching method, formation of evaluation system, expanded Orff music teaching method,creative preschool music teaching method. All these offer the good examples for the multi-culturalmusic teaching methods.Part III covers mainly the assimilation study by the researches of new perspectives andmentalities in combining music and language, music and fine arts, music and communication, musicand health. The advices for each combining activities are also proposed.Part IV is the conclusion.