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A multi-case study of Orff Schulwerk teachers' use of improvisation in the upper elementary school general music classroom
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Hunter, Brian P.. A multi-case study of Orff Schulwerk teachers' use of improvisation in the upper elementary school general music classroom. Retrieved from https://doi.org/doi:10.7282/t3-1qrh-8r11

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TitleA multi-case study of Orff Schulwerk teachers' use of improvisation in the upper elementary school general music classroom
NameHunter, Brian P. (author); Cronenberg, Stephanie (chair); Rutgers University; Mason Gross School of the Arts
Date Created2019
Other Date2019-05 (degree)
SubjectOrff Schulwerk, Music Education, Music -- Instruction and study -- Juvenile -- Case studies, Orff, Carl, 1895-1982. -- Orff-Schulwerk.
Extent1 online resource (xiv, 194 pages) : illustrations
DescriptionThe Orff Schulwerk approach is an improvisational approach to teaching general music. The American Orff Schulwerk Association (AOSA) has developed guidelines for teaching improvisation in each of the three certification levels, but very little empirical research on the actual classroom practices of Orff Schulwerk trained teachers currently exists. The purpose of this multi-case study was to examine Orff Schulwerk teacher-educators use of improvisation in the upper elementary school general music classroom. The six participants were interviewed twice and two to three days of site visits were made to each participant’s classroom. Each of the six teachers is presented with brief introductions followed by two scenes of improvisation that highlight within-case themes such as word-chaining, using visual images to inspire improvisation, blues improvisations, melodic ostinati, and movement improvisation.
Cross-case findings include: improvisation instruction defined by specific characteristics, the use of varied musical sources for improvisation inspiration, and differentiation strategies innate to the Orff Schulwerk teaching process. The findings of this dissertation show that these teacher-participants use an ontogenetic approach to teaching improvisation that gradually releases responsibility from teacher-led to student-choice in musical improvisations. This study concludes that teachers of upper elementary school general music classes can teach improvisation through restrictions of improvisational choices that expand over time and by giving their students time to practice all students can be taught to improvise.
NoteD.M.A.
NoteIncludes bibliographical references
Genretheses, ETD doctoral
Persistent URLhttps://doi.org/doi:10.7282/t3-1qrh-8r11
LanguageEnglish
CollectionMason Gross School of the Arts Electronic Theses and Dissertations
Organization NameRutgers, The State University of New Jersey
RightsThe author owns the copyright to this work.
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