Konnie Saliba gives practical, step-by-step processes for introducing and exploring the elements of music with the Orff methodology in this invaluable resource, perfect for the classroom music teacher or music education student. What better way to teach about rhythm, melody, harmony, form, and timbre than by playing, singing, and dancing? Complete with classical music listening suggestions, this book is sure to enhance your program and take your teaching to the next level.

Grades K-5. Commemorating the 50th anniversary of the American Orff-Schulwerk Association, we've put together this collection of great material from the last half-century. It features true legends of the Schulwerk, including Shirley McRae and Jim Solomon. Best of all, these lessons are still as useful in classrooms as they have always been.

A step-by-step exploration of the three musical elements – rhythm, melody, and harmony – according to the Orff method.

(Schott). Seven master teachers share their classroom expertise and insights and more than 100 lesson suggestions are included that highlight musical elements and encourage self-expression. A CD of listening examples from a variety of historical periods and cultural contexts is also included.

Using the Orff-Schulwerk approach, this book presents an overview of how to teach the elements of music -- rhythm, melody, timbre, and movement. This book explores features unique to the Orff-Schulwerk approach -- pitched and nonpitched percussion instruments, ostinato, bordun, improvisation, and elemental musical forms. Presenting all material in a lesson-plan format, this volume provides varied ways to approach movement -- games, structured movement, and creative movement. Elementary school music teachers.

Grades 26 Get your students singing and playing with this suite of six songs featuring unison, two-part and three-part singing, speech ostinati, instrumental accompaniments, poetry, interpretive signing, recorder playing, and movement that celebrates the elements of nature. Present the entire suite in your next performance, or use each song on its own.

(Schott). This book is intended for those who want detailed, practical assistance in how and why to use Orff techniques and materials in the classroom. Goals are outlined and the best ways to achieve them are explored, but the principal focus is on the arrangement of the curriculum in a logical sequence. Such a structure provides a reasonable progression from simple to more complex objectives not only from day to day but from year to year. Structured learning need not be the enemy of improvisation but rather the best way to provide students with the tools they need to improvise. The book contains an introduction to the development of Orff-Schulwerk and a discussion of the distinguishing features of this approach. Chapter Two introduces the activities children use in their music-making. The teaching procedure that structures those activities is taken up in Chapter Three while Chapter Four explains the vocabulary and accompaniment theory essential to the Orff teacher. Part Two applies these elements in a sequential curriculum designed for Grades One through Five. Especially important in each chapter is the inclusion of supporting activities designed to aid in teaching the various skills and concepts.