A study of rhythmic emergent literacy within an Orff-based program implemented in Israel

Abstract

Within an Orff-based program implemented in Israel, this mixed-methods study examined the effects of age on emerging rhythmic literacy in children. Participants ( N = 132) were kindergarteners ( n = 45) and first-graders ( n = 87) aged 4 to 7.8 years. The participants performed a rhythm entitled “Rhythm-A” through the body and instrumental percussion and then were required to create a self-invented notation of the rhythm. A one-session literacy intervention program, based on teaching standard rhythm notation, followed with randomly selected first-graders ( n = 44). Its purpose was to investigate the effect of standard notation instruction on children’s ability to notate Rhythm-A. Results indicated (1) a significant age effect on children’s emergent rhythmic literacy and (2) a significant effect of a one-session literacy intervention program on participants’ post-intervention notations. The study has relevance to research on Orff-based music education and music literacy.

Effects of college students’ perceptions of Orff Schulwerk on their music learning performances: The mediating effect of music learning interest

“…Orff Schulwerk is becoming increasingly popular among educators for its lively and varied teaching forms [7,8] . Focusing on the characteristics of students' physical and mental development and the laws of music education, Orff Schulwerk allows students to dip in music teaching easily, naturally, and actively as well as experience the charm of music, thereby inviting their learning interest, enhancing their accomplishment, and helping them achieve harmonious physical and mental development [9] .…”