What is Montessori-Orff Music?


The pedagogy of Montessori-Orff Music derives from an elemental style of music integrating speech, rhythm, singing, movement, and play, including the playing of instruments. Elemental music is as old as mankind. It emerges from primal musical instincts that have long motivated human beings to express themselves using their innate instruments – body and voice.

In the 1920’s, composer and music anthropologist Carl Orff traveled several times to Africa to study various music traditions. Together with his colleague, Gunhild Keetman, he structured the principles of this learning process into a framework called “Orff-Schulwerk-Music for Children” (“Schulwerk” being German for “school work”). Leaning on universal constants in human development, these strategies are accessible to all cultures, building on material from one’s own musical heritage.


  • Confidence in developing skills and practicing music in the classroom;

  • Natural pathways for deepening body awareness to express and process emotion;

  • Strategies for building trusting social interaction and learning communities;

  • Incremental lessons that align with and support Montessori learning objectives;

  • Multisensory activities augmenting observation and assessment tools;

  • A methodology with inherently neurological benefits for self-regulation and concentration.

  • Enrichment for activities with the Montessori bells and tone bars


“I love the idea that music is for EVERYONE and not only for specialized musicians,” (California, US)


"Every lesson of the course is supporting the learning objectives within all the programs, as in Toddler, Casa Dei Bambini and Elementary. " (Moscow, Russia)


“Using the body as an instrument … no need to buy expensive instruments… Thank you for this wonderful gift!” (Nevada, US)


”The structured album and trying each of the musical concepts provided the confidence to implement in the classroom.” (Virginia, US)

“This built my confidence with the bells … the simple step-by-step build-up of skills ... it felt very doable.” (Wisconsin, US


"Activities serve to develop executive function in children who have receptive and expressive language delays, attention challenges, sensory processing issues, or autism spectrum disorder." (New Jersey, US)


“The benefits involve nearly every aspects of the classroom.” (California, US)