A Brief overview of the Dalcroze, Kodaly, and Orff Method

Child-Developmental Approach

Children are first introduced to musical concepts through experiences such as listening, singing, or movement. It is only after the child becomes familiar with a concept that he or she learns how to notate it. Concepts are constantly reviewed and reinforced through games, movement, songs, and exercises.

Rhythm Syllables

Émile Jaques-Dalcroze

In this system, note values are assigned specific syllables that express their durations.Each syllable represents a beat or part of a beat.

For example:

• quarter notes are expressed by the syllable ta while eighth note pairs are expressed using the syllables ti-ti.

• Larger note values are expressed by extending ta to become ta-a or "ta-o" (half note), ta-a-a or "ta-o-o" (dotted half note), and ta-a-a-a or "ta-o-o-o" (whole note).

• These syllables are then used when sight-reading or otherwise performing rhythms.

Born: July 6, 1865, Vienna, Austria

Died: July 1, 1950, Geneva, Switzerland

Kodaly Method

Kodály’s colleagues, friends, and most talented students developed the actual pedagogy now called the Kodály method.Many of the techniques used were adapted from existing methods.The creators of the Kodály method researched music educational techniques used throughout the world and incorporated those they felt were the best and most suited for use in Hungary.

Zoltán Kodály

Rhythm & Movement

Born: December 16, 1882, Kecskemét, Hungary

Died: March 6, 1967, Budapest, Hungary

Kodály was familiar with Dalcroze’s techniques and agreed that movement is an important tool for the internalization of rhythm. To reinforce new rhythmic concepts, the Kodály method uses a variety of rhythmic movements, such as walking, running, marching, and clapping. These may be performed while listening to music or singing. Some singing exercises call for the teacher to invent appropriate rhythmic movements to accompany the songs.

A Brief Overview of The Dalcroze, Kodaly, and Orff Method

By: Andrew Medina

Carl Heinrich Maria Orff

Movable-do Solfege & Hand signs

The Kodály method uses a system of movable-do solfege syllables, in which, during sight-singing, scale degrees are sung using corresponding syllable names (do, re, mi, fa, so, la, and ti). The syllables show function within the key and the relationships between pitches, not absolute pitch. Kodály felt that movable-do solfege should precede acquaintance with the staff, and developed a type of shorthand using solfege initials with simplified rhythmic notation. Hand signs, borrowed from the teachings of Curwen, are performed during singing exercises to provide a visual aid.

Born: July 10, 1895, Munich, Germany

Died: March 29, 1982, Munich, Germany

The Orff Approach

Dalcroze Method

The music generated in the Orff Approach is largely improvisational and uses original tonal constructions that build a sense of confidence and interest in the process of creative thinking.

• Students of the Orff Approach sing, play instruments, and dance alone as well as in groups.

• Songs are usually short, contain ostinatos, are within singing range, can be manipulated to be played in a round or ABA form.

• Music is chosen with strong nationalistic flavor, being related to folk songs and music of the child’s own heritage.Music can also be anything from nursery rhymes to songs that are invented by the children themselves.

Dalcroze Eurhythmics teaches concepts of rhythm, structure, and musical expression using movement, and is the concept for which Dalcroze is best known.

This method introduces a musical concept through movement before the students learn about its visual representation. This sequence translates to heightened body awareness and an association of rhythm with a physical experience for the student, reinforcing concepts kinesthetically.

The American Model

Percussive Rhythm = A Natural Basic Form of Human Expression

Some of the instruments within the approach include miniature xylophones, marimbas, glockenspiels, and metallophones; all of which have removable bars, resonating columns to project the sound, and are easily transported and stored. Orff teachers also use different sized drums, recorders, and non- pitched percussion instruments to round out the songs that are sung and played. The Orff approach also requires that children sing, chant, clap, dance, pat, and snap fingers along to melodies and rhythms.

In The United States there are four stages in the Orff Approach: imitation, exploration, improvisation, and composition.

• Through imitation, the teacher, group leader, or even the students perform for the class and the class in turn repeats what was played for them.

• Exploration allows students to seek out the musical aspects that the Orff instruments offer and explore aural/oral skills and the motions and expressions that the body is capable of. Literacy is taught by learning musical notation and becoming familiar with forms of music like rondo and ABA.

• Improvisation is the act of creating something, especially music, without prior preparation.To improvise, a student must have a preliminary knowledge and comprehension of concepts. Students of the Orff Approach learn to create their own melodies in a comfortable environment that allows for mistakes and promotes creativity.