Licensed Organization.
Every phase of Schulwerk will always provide stimulation for new independent growth; therefore, it is never conclusive and settled, but always developing, always growing, always flowing. Herein of course lies a great danger, that of development in the wrong direction. Further independent growth presupposes basic specialist training and absolute familiarity with the stye, the possibilities and the aims of Schulwerk.
Carl Orff
(Orff-Schulwerk: Past and Future, 1963/1964)
Education
Orffder provides services with various education programs aimed at transferring the basic pedagogical principles, teaching principles, and methods used by Orff-Schulwerk® to lesson practice and gaining experience and expertise in various fields of art.
Activities
Different types and content of projects and activities are carried out within Orffder. These activities are published in the Activity Calendar along with the conducted trainings and are continuously updated.
Orffdergi
Orff Magazine is a digital magazine published once a year focusing entirely on Orff-Schulwerk® - Elemental Music and Movement/Dance Pedagogy and is available on our website.
Academics, educators, students, and educational institutions (institutional membership) from all over Turkey can become members of Orffder. There are many privileges offered to the members of our association.
Orff-Schulwerk;
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Music, speech, movement, and dance, which share rhythm as their common denominator, are approached as inseparable wholes in music education, starting from the individual, their own body, the physical depiction of music; in other words, starting from movement and aiming to develop this towards more advanced stages of musical expression.
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The target group of the Orff-Schulwerk approach includes children of different age groups, "amateur" adult musicians and dancers, children or elderly individuals in need of special education, in short, people of all ages interested in music and dance.
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Lessons are conducted in groups and within interactive lesson processes, designed according to the age, tendencies, emotional, psychomotor, cognitive, social development levels, and current experiences of the target group.
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The lesson processes progress from experimentation and experience to improvisation and creating their own works.
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The lesson builds upon the innate play instinct of children and gradually develops this instinct towards a patient activity, that is, towards practice. This process is carried out by expanding from simple to complex without surpassing the difficulty limit that the age group being worked with can achieve or forcing them to settle for less than what they can do.
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The focus is on fundamental learning areas; vocal training (speaking, singing), playing instruments, movement and dance, ear training, music theory, elemental music and dance composition, and elemental music theater.
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The richness of learning areas and the game-like, fun, and imaginative activities used in the lesson process help individuals with different levels and types of skills to produce independently and thus contribute to the emergence of their creativity.
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A wide range of elemental instruments is used, ranging from non-pitched percussion instruments to pitched percussion instruments such as xylophone, metallophone, and glockenspiel, known as Orff instruments. The relatively easy playing technique of these instruments particularly arouses children's interest and curiosity, increasing their desire to make music and also helps them to have more confidence in their own abilities and to make music more quickly.
