Earticle

Music appreciation plays an important role in musical education by providing an opportunity which enables participants to form musical concepts and express their own feelings. The musical education at school being still focused on singing activities led by teachers, however, there aren't enough opportunities for children to directly experience music. Also, as even the appreciation classes are controlled by the teachers, the learners are becoming passive. Orff Approach is designed for all children regardless of their musical talents. Orff music classes are delivered through the students' various active participation activities such as speech, singing, bodily expressions, etc. In this regard, this research was carried out to design the music appreciation class that is easy for everybody to join in and where the students make self-led, active participation. For such a purpose, using the conceptual framework of Orff's philosophy and his educational teaching methods, here are suggested the activities related to rhythm, rhythm speech, Ostinato and Bordun accompaniments, bodily expressions, improvisations, and concerted music. The rhythm activities are composed of rhythm mimicry, rhythm question & answer session, rhythm improvisation, and rhythm canon. As a kind of rhythm speech activity, rhythm speech rondo play makes the theme approachable, and the activity of creating and singing the words, which are related to the song to be appreciated, to the thematic rhythm, nables the students to familiarize themselves with the theme. For songs selected for the appreciation of traditional music, the students learn their rhythm by making oral sounds. Improvised accompaniment activities are carried out by playing the songs suitable for Ostinato and Bordun. Bodily expressions are composed of improvised expression activities such as creating motions becoming the music, the ones using limbs, those suitable for the rhythms, and plays such as movement canon or movement rondo. For the concerted music, the songs have been arranged using transpositions focusing on the thematic part in a way to be easily played. All these factors have been reflected into the music lesson teaching manual. For the 3rd graders, the Minuet, Carnaval des animaux, Myungju's Rice-Planting Song, and Gourd Taryung of Pansori's Heungbu Song, have been selected, and for the 4th graders, Carillion in E Major of L'arlesienne-Suite No 1, In der Halle des Bergoeni of Peer Gynt -Suit No.1, Bird Taryung, and SamulNori. The hoped-for effects of this approach are (1) the students' active participation in music appreciation class, (2) the enhancement of their musical talent and creativeness, (3) the growth of collaboration spirit through group activities, (4) the familiarization with appreciated songs, and (5) feeling of achievement by playing the songs arranged in a way to be played easily. As this thesis is focused on the 3rd and 4th grade elementary schoolers, other teaching approaches are necessary to cover the lower or higher graders. Also, because there has not been a verification process checking improvement in the students' positiveness, spontaneousness, or creativeness, it is hoped that another research will be followed to check the effectiveness of the approach presented in this thesis.