Methods aid aids iit nznsic edrrcationSOME DETAILS OF THE ORFF-BERGESE METHOD
The starting point of the method is children’s songs and nursery
rhymes. For the very young, Orff recommends melodies in pentatonic
scale with only the fundamental basic form of accompaniment (Bordm-
ostinato). The improvisation begins according to the child’s develop-
ment, with play-party songs, the words being mostly borrowed from
nursery rhymes. The main principle prevailing at this early stage is the
child’s full and spontaneous self-expression in music, which has been
found more suitable than extensive technical training. Orff published
a volume entitled Orff-SchztZworkl in which he described his theories
and experiments. When first issued in 1930 this book did not find a
ready response from music teachers, who did not realize its great value;
on the contrary it was heavily criticized and Orf€‘s choice of instru-
ments was considered exotic. After the last war a revised version was
published, and this received a waxm reception because of its better
and clearer psychological approach to the problem of music education.
What then is the difference between the teachings of Jaques Dalcroee
and those of Orff? Dalcroze teaches time and rhythm, explains gym-
nastics and dance, makes use of tonic sol-fa, employs music instru-
ments, etc. Yet this great method does not take sufficiently into con-
sideration the child’s psychological evolution, the different stages of
boyhood and girlhood. Orff lays more stress upon the spontaneous
need of self-expression and upon awakening the creative powers of
the pupils. Moreover, Dalcroze developed a detailed method, while
Orff concentrates only on advising the teacher and giving him more
inspiration; his wish was not to create a rigid system. Orff gives a
number of ideas and musical examples of high quality without telling
the teacher exactly how he is to proceed in shaping the development
of his pupils.
This is the point from where Hans Bergese started. His idea, in
contradiction to that of his master, has been that it is not sufficient to
give the teacher initial inspiration, but on the contrary he must be
shown how to proceed methodically, and be given the basic material
in well balanced and planned order. Bergese’s ideas of rhythm un-
doubtedly originate from movement: we are, he says, dealing with
the child’s personality as a whole and not with just one of its features.
In order to form a properly balanced personality the child must express
itself through all the means at its disposal: movement, songs and play.
- Published by Schott’s Sohe, Maim, Germany.