Elementary music education

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In the elementary music pedagogy (EMP) is about a basic music lessons , which cover the entire width of dealing with music. The claim of a basic music education goes beyond the purely propaedeutic and aims at the essential fields of musical experience, which include both reproductive and productive music-making. The focus is on concentrating on your own perceptions, exploring and trying things out, improvising and creating songs, dance forms, scenic-musical forms of play and pieces of music of all kinds.

Content areas

Singing, playing instruments, movement and dance, perceiving and experiencing music, grasping music through thinking, including transferring it into symbols, and combining music with other forms of artistic expression. These content areas are listed separately in the EMP, but it is seen as a special educational quality feature if it is possible to combine them in an appropriate and situation-related way.

Pedagogical principles

The educational principles of the EMP are:

  • game oriented
  • experimental
  • creative
  • process-oriented
  • intermedial
  • body oriented
  • relationship oriented
  • open.

Professional practice

While the term “elementary music education” stands for the discipline, the subject area, the subject, the practice in the groups, the subject matter that the teachers and the participants deal with, can be described as “elementary music practice” or as “elementary music making " describe. Elementary music practice represents an essential and fundamental contribution to musical education and touches on numerous factors in personality development. The subject “Elementary Music Education” (EMP) deals with the conditions, goals, content and methods of elementary music practice with people of different ages - from babies to older people.

Possible fields of work

Elementary music-making with parent-child groups, with children and young people (elementary music practice with 4 to 6 year olds and 6 to 7 year olds, play and singing groups, music and theater groups, drum groups, etc.), with adults and seniors.

Two central concepts make it possible to distinguish the EMP didactics from classical music didactics. They are: "the elementary" and "the artistic".

The elementary

Elementar ( Latin elementarius ) means "belonging to the elements, primordial, primordial, initially. [...] Elementary music is never music alone, it is connected with movement, dance and language, it is music that you have to do yourself in which you are involved not as a listener but as a player. It is pre-spiritual, knows no large form, no architecture, it brings small series forms, ostinati and small rondo forms. Elementary music is close to earth, natural, physical, can be learned and experienced by everyone, according to the child. "

Ulrike Jungmair describes the elementary in the sense of Carl Orff and with reference to Wolfgang Klafki less as "the simple", but much more as "the essential", i.e. that which is inherent in a thing as the essence. The focus of elementary music education is therefore “the person who moves, plays, speaks, makes music and dances. His ability to become active on his own, to act and to shape forms points of contact and starting point for the teacher, to help him to individual forms of representation, to stimulate him to their creative design. ” This takes place under the use of all sensory and perceptual knowledge of the People. Intuition, exploration, playing, practicing, improvisation and composition combined with reception and reflection lead to a conscious handling of one of the greatest gifts of humanity, music, which also involves language, dance and movement. Elementary music-making can of course also be the first experience, the simple, but at the same time also the most sophisticated form of artistic activity.

The artistic

Christoph Richter describes the artistic as “an activity that produces what can be one way or another, that is, what is free in its design, its charisma, its effect and communication” . Pauls and Metz explain the essential criteria that affect both the teachers and the learners. The musical artistic action is thus directed towards

  1. “The differentiated and original handling of perception, ie the entire field of perception education in the context of aesthetic experience
  2. the generation of an idea, an idea, an impulse and the creative handling of this offer.
  3. the possibilities of expression and design, handling skills. Technology. The competent and original use of material. "

These three essential parameters of artistic work make it clear why the EMP can and must cover such a broad field of work. According to Carl Orff, music begins “in people, and so does instruction” . The focus is on people with their abilities, skills and potential. Elementary music is processual, played, sung, danced, and invented by people of all ages. It is characterized by learning with and from one another in a group of often unequally motivated and prepared participants. The creative work in the sense of the artistic is central activity: It means improvisation and design, productive self-activity at all levels of ability, not only after mastering the technical requirements, but already as a motivation to create them on your own initiative.

Training opportunities

Elementary Music Education can be studied as a major or as a supplementary subject in various combinations with an instrument or singing at most German music training institutes.

In Austria, eight different locations and eleven different departments or institutes offer studies, specializations and courses on elementary music education, music and movement education ( rhythm ) and elementary music and movement / dance education ( Orff-Schulwerk ).

In Switzerland, due to the most widespread occupational activities, the subject is rather imprecisely named "Musical Elementary School" or "Musical Elementary Courses". There is a tendency towards the subject in schools, v. especially in the basic level, to be established as a compulsory subject with specially trained teachers. There are training opportunities at the music academies in Basel and Zurich, as well as a specialization within primary teacher training in the canton of St. Gallen.

Training courses, which are dedicated to the approach of a fundamental elementary music pedagogy, are offered in various forms in various countries (Italy, Czech Republic, USA, New Zealand, Korea, China ...).

The working group for elementary music education (AEMP) in Germany

The AEMP is an association of teachers at training institutes for EMP in Germany. The purpose of the working group is to deal with the content and tasks of the EMP subject. At the meetings that take place twice a year, he works on the following topics, among others:

  • Framework conditions and content of the study regulations
  • Further development and expansion of content and structures in the subject
  • Representation of the subject to the outside
  • Development of diverse fields of work for graduates
  • Publications on EMP-relevant topics from practice and research * Organization and implementation of subject-specific symposia * Cooperation with professional associations and associations * Criteria for quality assurance of further and advanced training * Recommendations on content-related and organizational framework conditions in the professional field

Elementary Music Pedagogy Working Group (EMP-A) in Austria

The EMP-A association networks all of Austria's university training institutions, which represent very different lines of development and profiles in terms of their specialist orientation and organizational form. Elementary music education, elementary music and movement / dance education as well as music and movement education / rhythm meet under the umbrella of EMP-A. The members of the association offer a platform for discussion and support all represented fields in their special profile. The EMP-A also aims to represent common interests publicly and to develop the professional field of the graduates.

See also

Literature (selection)

  • Gunild Keetmann: Elementaria . First contact with the Orff school work . 3rd edition, Klett Verlag, Stuttgart 1981, ISBN 3-12-924820-X (EA Stuttgart 1970)
  • Carl Orff : Schulwerk - Elementary Music (Carl Orff and his work; Vol. 3). Hans Schneider Verlag, Tutzing 1976, ISBN 3-7952-0202-7 .
  • Ulrike E. Jungmair: The elementary. For music and movement education in the spirit of Carl Orff . Schott Verlag, Mainz 2010, ISBN 978-3-7957-0724-8 (EA Mainz 1992)
  • Juliane Ribke: Elementary music education. Personality development as a music-educational concept (ConBrio-Fachbuch; Vol. 3). Con Brio Verlagsgesellschaft, Regensburg 1995, ISBN 3-930079-51-8 .
  • Franz Niermann (Hrsg.): Elementary musical education. Basic questions, reflections on practice, teaching examples (Universal Edition; Vol. 26277). Universal-Edition, Vienna 1997, ISBN 3-7024-0230-6 .
  • Michael Kugler: The Jaques-Dalcroze method and the Orff school work “Elementary Music Exercise”. Movement-oriented conceptions of music education (contributions to the history of music education; Vol. 9). Peter Lang Verlag, Frankfurt / M. 2000, ISBN 3-631-35252-2 (also habilitation thesis, University of Munich 1994).
  • Michael Kugler (Hrsg.): Elementarer Tanz - Elementare Musik. The Günther School Munich 1924 to 1944 (Schott music education). Schott, Mainz 2002, ISBN 3-7957-0449-9 .
  • Juliane Ribke, Michael Dartsch (ed.): Facets of elementary music education. Experiences Connections Backgrounds (ConBrio-Fachbuch; Vol. 9). ConBrio Verlagsgesellschaft, Regensburg 2002, ISBN 3-932581-48-2 .
  • Juliane Ribke, Michael Dartsch (eds.): Experience-learn-teach design processes. Texts and materials on elementary music education. Symposium of the working group "Elementary Music Education", Stuttgart 18./19. October 2003 (ConBrio-Fachbuch; Vol. 11). ConBrio-Verlag, Regensburg 2004, ISBN 3-932581-60-1 .
  • Maria Seeliger (text), Charlotte Oswald (photos): The music ship. Children and parents experience music; from the prenatal period to the fourth year of life (ConBrio-Fachbuch; Vol. 10). 2nd reviewed edition. ConBrio-Verlag, Regensburg 2005, ISBN 3-932581-59-8 .
  • Christiane Wieblitz: Lively children's choir. Creatively playful dance. Suggestions and models . Fidula-Verlag, Boppard 2007, ISBN 978-3-87226-941-6 .
  • Charlotte Fröhlich (Ed.): Sound bodies, time spaces. Elementary music with adults (ConBrio book). ConBrio-Verlagsgesellschaft, Regensburg 2009, ISBN 978-3-940768-05-6 .
  • Michael Dartsch, Claudia Meyer, Barbara Stiller (Eds.): Making music in school. Models and Perspectives of Elementary Music Education (ConBrio-Fachbuch; Vol. 16). ConBrio-Verlagsgesellschaft, Regensburg 2010, ISBN 978-3-940768-06-3 .
  • Michael Dartsch: People, Music and Education. Basics of didactics of early musical education . Breitkopf & Härtel, Wiesbaden 2010, ISBN 978-3-7651-0388-9 .
  • Association of German Music Schools : Music education plan for elementary level / elementary level . VdM Verlag, Bonn 2010, ISBN 978-3-925574-77-1 .
  • Ruth Schneidewind: The Reality of Elementary Music- Making (Series: Time Music). Reichert Verlag, Wiesbaden 2011, ISBN 978-3-89500-809-2 (also dissertation, University of Vienna 2009).
  • Barbara Haselbach, (Ed.): Study texts on the theory and practice of the Orff-Schulwerk, Vol. 1: Basic texts on the Orff-Schulwerk. Contributions from the years 1932–2010 (series of publications by the Orff-Schulwerk-Forum Salzberg). Schott Verlag, Mainz 2011, ISBN 978-3-7957-0756-9 .
  • Manuela Widmer: The pedagogy of the Orff Institute. Development and importance of a unique art education training . Schott Campus, Mainz 2011, ISBN 978-3-7957-0748-4 (also dissertation, University of Salzburg 2011).
  • Rainer Kotzian: Rediscover the Orff-Schulwerk: play pieces and teaching models , Schott, Mainz 2016, ISBN 978-3795710989
  • Emine Yaprak Kotzian: Orff-Schulwerk manual: Basics of elementary music and movement pedagogy , Schott, Mainz 2018, ISBN 978-3795715137
  • Gertrud Orff-Willert: The music pedagogical and music therapeutic work , Schott, Mainz 2018, ISBN 978-3959831321
  • Michael Forster, Doris Hamann: Rediscover Orff instruments: songs and pieces , Schott, Mainz 2018, ISBN 979-0001206723

Individual evidence

  1. ↑ cf. Michael Dartsch: People, Music and Education , 2010.
  2. ↑ Carl Orff: Das Schulwerk - Review and Outlook . In: Orff Institute Yearbook , Vol. 2 (1963), ISSN  0174-9056
  3. ↑ Wolfgang Klafki: Wolfgang: The pedagogical problem of the elementary and the theory of categorical education (Göttingen studies on pedagogy; Vol. 6). 3rd / 4th revised and supplemented edition. Beltz, Weinheim 1964 (EA Göttingen 1957).
  4. ↑ Ulrike Jungmair: Das Elementare , 1992, p. 200.
  5. ↑ Christoph Richter: The so-called artistic . In: Discussion Music Education , Vol. 6 (2000), p. 44, ISSN  1437-4722
  6. ^ Regina Pauls, Johanna Metz: Elementary music pedagogy in the field of tension between polyesthetic upbringing and education . In: Juliane Ribke, Michael Dartsch (Ed.): Experience design processes - learn - teach . 2004, p. 37.
  7. ↑ cf. Carl Orff: Thoughts on music with children and lay people . In: Die Musik , Vol. 24 (1932), pp. 668-673.

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