The use of Orff-based music activities for educational and therapeutic purposes with disadvantaged group of Romani children

Abstract

"Romani people" are a disadvantaged group of people due to their socio-cultural and socio-economic conditions. This situation makes them poor and thus cannot afford education. As Romani people have the tendency to love music, it is considered that music activities may encourage their children who generally have negative attitudes towards school to attend school systematically. Therefore, this work aims to directly and indirectly encourage the Romani children to attend school through music activities. For this purpose, a public primary school was used consisting entirely of Romani children. A first-year class was selected as a pilot group. Multicultural and multidisciplinary music activities based on Orff approach were carried out with the pilot group, for 2 h per week by the music teacher, who was also the participant observer. All activities were video-taped and transcribed for systematic analysis process. The results showed that Orff-based music activities carried out for educational and therapeutic purposes created a positive effect on the musical and non-musical development of Romani children. In addition, by using a variety of activities from different countries, the children's sociocultural awareness and understanding of multicultural differences were enhanced as well as their social interaction and communication skills.

A scoping review of international mindedness and related concepts in music education, 2000–2020

“…I found many studies that focus on multicultural music education within the context of primary or elementary education (Abril, 2003, 2006; Baltagi, 2006; Blackmon, 2011; Cain, 2015a, 2015b; Chandransu, 2019; Chen‐Hafteck, 2007a, 2007b, 2018; Culig, 2012; Damm, 2000; Eren & Gül, 2017; Heinrich, 2009; Hess, 2013; Ho, 2015; Ho & Law, 2009; Howard, 2014, 2018; Jackson, 2001; Lee, 2018; Legette, 2003; Mansikka et al, 2018; Motley, 2017; Nethsinghe, 2011, 2012a, 2012b, 2015; Rajan, 2017; Stafford‐Davis, 2011; Vogelgesang, 2019; Weidknecht, 2009, 2010, 2011; Wong et al, 2016; Yie & Ying, 2017; Zalar, 2015; Zhang, 2017). For example, Costes‐Onishi and Lum (2015) explored Singapore primary school music teachers’ perceptions, understandings and pedagogical approaches to multicultural education through focusing on their teaching of world music.…”

A Review of Studies on Cognitive-Behavioral, Orff and Nordoff & Robbins Approaches in Music Therapy

“…Orff-Schulwerk, bir müzik ve hareket eğitimi yaklaşımı olarak oluşturulmasına rağmen Gertrud Orff tarafında müzik terapiyle de ilişkilendirilmiştir (Darrow, 2004;Eren & Gül, 2017, s. 1064. Orff'un 1970'li yıllarda Münih'teki çocuk merkezinde gelişimsel bozukluklara sahip çocuklarla ilgili yaptığı çalışmalar bu alanda öncü olmuş ve o dönemlerde çocuk merkezinin başkanı olan Theodor Hellbrügge; "Orff Müzik Terapi 5 " diye adlandırdığı yaklaşımın çoklu engeli, otizmi ve duyu bozuklukları olan çocukların nasıl faydalanabileceklerini göstermiştir.…”