ABOUT MONTESSORI-ORFF MUSIC
What is Elemental Music?
Elemental music is as old as mankind. It emerged from primal instincts that have long motivated human beings to express themselves using their innate instruments – body and voice. The integrated approach - visual, auditory, tactile, bodily/kinesthetic, and vestibular – offers multiple possibilities for social-emotional interaction, which is explored and experienced in a naturally equitable and inclusive setting.
In the 1920’s, composer and music anthropologist Carl Orff received the gift of an African xylophone that later inspired the designs of Orff instruments. In the 1960’s, he learned from Prof. Komla Amoaku the West African traditions of keeping speech, music, dance, and song connected in a playful manner. Together with his colleague, Gunhild Keetman, Orff structured the principles of this learning process into a framework called Orff Schulwerk-Music for Children (“Schulwerk” being German for “school work”).
This holistic music-making has not only become part of education world-wide. Folk dances in many cultures and other musical genres - gospel, jazz, rock, hip-hop, reggae, salsa and more can be traced to strategies and skills of elemental music. The multi-sensory Orff pedagogy joins Montessori’s consideration for each child’s specific needs and autonomous learning process.
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 functions in children who have receptive and expressive language delays, attention challenges, sensory processing issues, or autism spectrum disorder." (New Jersey, US)
"Thinking of my son who has Down Syndrome. Music is something that is completely woven into his being ... bypassing any intellectural shortcomings." (California, US)king of my son who has Down Syndrome. Music is something that is completely woven into his being.
bypassing any intellectual shortcomings.