Localizing the Orff Approach: The Design of Experiential Music Teaching Using the Chinese Folk Song Jasmine Flower

Xinjie Niu

doi:10.54691/g3syw538

Authors

Xinjie Niu College of Music University, Henan University, Kaifeng 450001, P.R. China

DOI:

https://doi.org/10.54691/g3syw538

Keywords:

Orff Approach, Jasmine Flower, Music teaching.

Abstract

How to transform the teaching of Chinese folk songs from a singular mode of oral transmission with inner comprehension into an experiential learning process aligned with children's cognitive developmental patterns is an issue of dual significance in children's music education, encompassing both cultural heritage and pedagogical reform. This paper takes the Orff Approach as its theoretical framework and the classic Chinese folk song Jasmine Flower as its teaching material, designing a three-stage progressive curriculum plan consisting of rhythmic perception, instrumental ensemble, and creative composition and performance. It provides an actionable teaching design exemplar for the localized application of the Orff Approach in the context of chinese traditional music education. It also explores the adaptive pathways of the pentatonic scale and the barred instrument system in localized teaching.

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References

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