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49классического до хай-тека. Новые технологии в изготовлении витража, материалы, оттенки и фактуры стекла позволяют сделать витраж органичным элементом помещения.
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EXPLORATION ON LOCALIZATION OF ORFF'S TEACHING METHOD IN NORMAL COLLEGES AND UNIVERSITIES
Wang ^enyu
Wang ^enyu - Violin Teacher, MUSIC COLLAGE JIANGXI NORMAL UNIVERSITY, JIANGXI, PEOPLE'S REPUBLIC OF CHINA
Abstract: оrff's music teaching method is also known as one of the three international music teaching methods. Since its birth, it has exerted a profound influence on the major music colleges and universities at home and abroad. His teaching method advocates aesthetic experience, deep imitation, independent exploration, group cooperation, subject synthesis. And it also promotes national music culture, respects the diversity of world culture, advocates universal participation, respects individuality, focuses on subject synthesis, highlights music characteristics, and forms the evaluation sheet for digging problems, the evaluation sheet for solving problems and the evaluation sheet for expanding problems, etc. Accordingly, Orff's music teaching method is the most recognized teaching method in the world. However, how to combine these three international music teaching methods with our local music culture is a problem that we still need to probe into. Keywords: оrff's music teaching method, China, local music culture.
Introduction: Carl Orff, known as the great artist and educator of the 20th century, was born in 1895 in Munich, Germany, a military family with a strong artistic atmosphere. Affected by the family environment, Orff developed a strong interest in music and drama from childhood, which laid the foundation for him to become a great musician. Orff is basically a self-taught master. He studied the works of the masters through self-learning and hard work, and stubbornly searched for his unique artistic expression language in the constant exploration from other masters, i.e. kind of "wild" music and drama with original nature. He never confined himself to a certain profession and discipline, like composing, directing, drama, dance and so on. He paid great attention to and studied everything with great enthusiasm.
1. Reviews of Historical Development and Domestic Current Situation
Orff's teaching method originated from Austrian music school, which was brought by Hal to Canada, Sweden, Denmark, Switzerland and other countries in Europe and America. Since 1962, Orff's teaching method has been widely spread in Japan, and then, it has been popular and has made great achievements in preschool education and teacher training in Taiwan. What's more, a large number of teaching materials has been published, using Orff's principles and combining with local culture. In 1992, the organization of Orff Education Institute was also established in Taiwan. In the process of their own development, Taiwanese also pay attention to the development of children's music education in the
mainland. Among them, Liu Jiashu, Lin Fangjin, Shi Yili and other scholars have come to the mainland to give lectures, which promotes cross-strait exchanges.
In the 1980s-1990s, with the increasing emphasis on aesthetic education and the balanced development of compulsory education, Orffs teaching method has sprung up all over the country, with various trainings in full swing and an endless stream of learners. However, when educators use it in practical teaching, they encounter unprecedented difficulties- they cannot integrate teaching methods with practical teaching. The main reason is that the teaching method is "acclimatized", which leads to the result of "teaching method is new and difficult to implement".
The popularization of Orffs music teaching method and courses are in lack at normal colleges and universities, and students are also short of in-depth understanding and practical application of Orffs music teaching method, which directly lead to the lack of future teachers and indirectly affect the next generation's music education. There are many problems in normal colleges and universities, such as the lack of music teaching courses, the shortage of teachers and the uneven level. In particular, the lack of professional Orffs teaching method trainers and the lack of professional teachers lead to the failure to maximize its effectiveness; the failed Orffs music teaching method in native place is inconsistent with its core. Although most students show great interest in Orffs music teaching method, due to various reasons, the effect of mechanically copying is not ideal.
The research shows that music education in China generally has a great support to the value and significance of localization of Orff's music education, and the localization research has made great progress. Especially in recent years, researches about Orffs music teaching methods are in a rising trend with more extensive research scope and more in-depth research content, and even the research methods tend to be diversified. However, from the general theoretical and practical researches and some evaluation system researches, it can be seen that the localization research of Orff's music education in China is still in the exploration stage, the teaching mode needs to be further localized, and the implementation effect needs to be systematically evaluated by musicology. From the perspective of research methods adopted by researchers, there is a lack of research paradigms and cross-cultural views that fully integrate practice and theory. From the source and distribution of research power, the localization research of Orff's music education in western and other border areas is relatively weak. There is almost no relevant research in the areas where gathers groups of minority nationalities, such as Yunnan, Qinghai, Ningxia, Inner Mongolia, etc., and the research strength in Xinjiang, Tibet, Guizhou and other places is also relatively weak. Therefore, we can learn that the conflict of national and regional culture has hindered the localization development of Orff 's music education to a certain extent.
2. The Characteristics of Orff's Music Teaching Method
Orff's music teaching method has been introduced into China for a short time, but it has played a huge role in the music teaching. The fundamental reason is that the characteristics of Orff's music teaching method can fully guide the development of teaching activities in music schools.
(1) Humanity
Orff's music teaching method emphasizes the people-oriented teaching concept, which is conformed to the teaching goal of the new curriculum reform in China. They both emphasize that education activities should improve people's comprehensive quality and humanistic quality. Orff's music teaching method guides teaching staff in colleges and universities to pay attention to students' musical abilities and express their humanistic feelings through music.
(2) Innovation
The success of Orff's music teaching method lies in that it makes full use of the emotional expression in music to establish emotional resonance with students, let students express their spiritual world through music creation and guide students to make creations, so
that students can give more spiritual ideas to music, and enhance the vitality of music at the same time.
(3) Originality
The original music is grounded and natural, mainly reflecting the originality of human beings. Orff's music teaching method can help students to learn and experience in music world. In daily life, rhythm is the primary element coming from life, nature, body, etc., such as the rhythm of our speech, work, breath, etc. They can also pay attention to a specific sound source under the guidance of our teachers, listen to, identify and imagine various sounds from nature and life.
3. Optimization of Localization of Music Teaching in Colleges and Universities
(1) Improving Teachers' Professionalism
In the investigation of literature and practice, we find that the shortage of teachers is the main factor that causes the lagging development of Orff's teaching method. The key to the optimization of teaching reform is to train in-service teachers in professional music, constantly strengthen Orff's school-based teaching skills of the teacher team, and improve the teachers' theoretical cognition and practical ability in music originality, comprehensive and creative teaching. Specifically, it should start from clarifying the cognitive training, professional knowledge learning, teaching competition and other modes of Orff's teaching methods. Colleges and universities at all levels can encourage teachers to introduce teaching materials, teaching plans and teaching methods in the form of teaching competitions, commend outstanding teachers and promote their excellent teaching methods.
(2) Creating a School-based Atmosphere
Creating a profound teaching atmosphere on campus is also a key measure for the effective implementation of localization of Orff's music teaching in colleges and universities. It is advisable that schools at all levels should carry out targeted teaching reform, establish a teacher teaching performance management system, and compile the process of Orff's school-based teaching as indicators at all levels that can carry out quantitative assessment of teachers, such as the teaching system, student satisfaction, teaching innovation, etc., which can be included in the assessment of teaching performance of front-line music teachers, and carry out process and summary assessment of teachers. Furthermore, teachers are encouraged to apply the Orff's school-based method with more reflection and creation. Apart from these, it is also feasible to carry out a variety of student learning assistance activities, establish Orff's school-based learning team, develop Orff's teaching method achievement concert, and actively organize students to participate in the discipline competition of the reward system. Through the above activities, school-based music learning atmosphere will be created among students.
(3) Optimizing Teaching Mode
In China, the process of music teaching in colleges and universities has always adopted a relatively traditional teaching form, contributing to the result that the students' overall learning quality is not high enough. According to the summary of general teaching experience, we can conclude that it is difficult to effectively stimulate students' learning interest in a single and boring teaching form, while a richer teaching form is the development direction of college education. Our teachers need to be fully aware of the characteristics of Orff's theory, and better integrate it into the actual music teaching so as to create a good teaching environment, and thus students can immerse themselves in the music learning environment created by teachers, and then make college music teaching more colorful, stimulate their interest in learning, realize the deep understanding of music curriculums. And it is also effective to improve the overall level of school-based music in colleges and universities.
(4) Adopting the Research Paradigm of "Practice-Theory-Practice" and the Research Perspective of Cross Culture
It is difficult to achieve the in-depth and systematic effect with comprehensive reality from the local research of Orffs teaching method, the research paradigm of "theory-theory", the research paradigm of "theory-practice" or that of "practice-theory". The correct way is to conduct theoretical research in practice, and then return the results of theoretical research to the teaching practice for testing and improvement. In addition, the research perspective of cross culture can make us more fully understand the meaning and value, commonness and individuality of our own culture and foreign culture, so that we can find the direction of future development more accurately in the development of localization.
(5) Developing Colleges' and Universities' Advantages According to Their Own Conditions
In the traditional teaching concept, music course is not the key content in the practice of college education, so colleges and universities usually pay less attention to music education. Practically, though teachers adopt some methods under the influence of new educational ideas, they are short of the flexibility and optimization of teaching methods due to the lack of sufficient understanding of school-based music teaching. In general, there is a big deviation between the way of college music teaching and the actual teaching goal. In this case, there are obviously problems to achieve the ideal school-based music teaching effect. If Orff's teaching method could be applied to the actual localized music teaching in colleges and universities, it will play a very positive role in improving the quality of teaching. In the application of Orff's teaching method, we should pay attention to the actual characteristics of music teaching in colleges and universities and the overall learning situation of students, and then combine them organically, so as to fully develop the advantages of Orff's theory in education and achieve the effective improvement of music teaching quality.
(6) Improving the Evaluation System of School-based Music Teaching in Colleges and Universities
Teaching evaluation system is an effective way to measure the level of colleges and universities and find out the problems in the teaching process. Therefore, the scientific nature of teaching evaluation system is directly related to the overall quality of school-based music teaching in colleges and universities. The traditional evaluation mode has been adopted in college music subject all along, which is rather unhelpful to the practical application of Orff's theory, in other words, the traditional evaluation index of college music teaching is very monotonous, and generally focuses on the test results of students, but little attention is paid to their learning states and basic knowledges.
(7) Promoting the Localization of Teaching Environment and Teaching Equipment
The common teaching site of Orff's music teaching method is the open and clean floor, enabling students to have enough activity space. And students wear loose clothes, soft soled shoes or bare feet in the class to achieve a natural and relaxed learning state. Various Orff's percussion instruments and musical instruments, rich props and equipment help students to enjoy various improvisation and exploration activities. However, music teachers mainly teach students in the ordinary classroom of piano and seats in our country, with few improvisational venues and rich teaching aids and musical instruments. In addition, 56 ethnic groups in China are widely distributed and have great cultural differences. If ethnic music education is separated from its ecological environment and cultural attributes, it is difficult for students to understand and master it. Therefore, how to fully integrate the national music education with culture and ecological environment is particularly important for the localization of Orff's music teaching method. So it is necessary to guide students out of the classroom, pay attention to the sound in life, introduce the easy-operated percussion instruments with rich voice into the classroom, lead students to make their own instruments with the materials around them, divide students into groups with different topics to carry out classroom activities, and fully mobilize the enthusiasm of each student to participate in the activities.
Conclusion:
Orff's music teaching method has always attracted many scholars at home and abroad with its unique teaching methods and glamour, so its education system is very important to
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the development of teaching. It is also a subject that needs further practice and development in academic circles to integrate Orffs teaching concept into local teaching effectively.
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