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Orffing Around Mastering the Art of Child’s Play

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Florida Music Education Association State Conference January 16, 2015 Eric L. Young OrffingAround.com elyoung82@gmail.com

 

Rhythmic Building Bricks “The smallest rhythmic units in 2/4 time are derived from children’ s rhythms, songs, and names. They can be

formed from crochets, quavers, minims, without up-beat. These will form our rhythmic building bricks. The patterns in 2/4 time form the rhythmic foundation for the first stages of teaching. With them, the children accompany the teacher’s melodies and their own playing and singing, and they play and improvise with them in many different ways.”

Elementaria: First Acquaintance with Orff-Schulwerk by Gunild Keetman pg. 17 -

Keetman’s Bricks

Our Bricks for Today

*It has been generally become practice in the US to make this brick quarter note and quarter rest.

Activity #1: Playing With Bricks

1. Divide students into five groups. 2. Each group is assigned one of the building bricks. 3. When teacher points to the group, the group will repeat the rhythm until they are no longer

pointed to. 4. Use five fingers: pinky and thumb on each hand and pointer finger on one hand.

Activity # 2: Apples to Apples Jr.

1. Divide into groups. 2. Each group gets a copy of the 5 building bricks. 3. Identify the bricks that match the A2A cards

a. *****Note…. Not all cards fit!

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Ooga, Booga Eric L. Young

Process

1. Orchestration above is in my FAVORITE mode: Phyrigian. It is very sinister sounding. You can also use your favorite modal piece of the Volumes.

a. Depending on classes, I make only teach some of the layers. Feel free to make adjustments as necessary to make students successful.

2. Orchestration becomes A section 3. Divide students into pairs or small groups 4. Give each pair a napkin.

a. These napkins came from Ikea. I laminated them each a couple of times.

5. Using the Ooga, Booga cards, place a card on the circles. 6. This creates a word chain. 7. Circles that do not have a card on them are rests. 8. Share word chains with class. 9. These word chains are becomes the B section to the orchestration above.

a. Play word chains on unpitched, barred? Your choice! 10. Divide students into groups to creative movement

a. Students decide where movement is going to go i. A? B? Interlude?