RESEARCH ABOUT ORFF TEACHING METHOD IN CHINA

Abstract

This article explores the development and application of the Orff teaching method in China, tracing its journey from introduction in the 1980s to its current stage of deep integration and localization. Originating from Germany, the Orff method emphasizes the holistic and creative development of children through music, movement, and improvisation. In China, educators have adapted the method by incorporating traditional musical elements, cultural practices, and pedagogical innovations to align with the nation’s unique cultural beliefs and educational goals. Notably, the method has been effective in fostering children’s creativity, emotional expression, and overall growth in diverse contexts, including urban and rural settings, preschool education, and special needs interventions. The integration of Orff's principles into Chinese culture reflects a resonance with Confucian ideals of holistic education and collectivism, as well as Daoist principles emphasizing harmony and natural development. Moreover, its application often aligns with the spiritual and cultural role of music in traditional Chinese society, where music is viewed as a medium to cultivate morality and social harmony. In addition to its alignment with cultural beliefs, the Orff method has been utilized in religious and spiritual practices, leveraging music’s universal appeal to foster emotional well-being and interpersonal connection. This paper highlights the potential of the Orff method to bridge modern pedagogical techniques with deeply rooted cultural and spiritual traditions in China, while addressing challenges such as resource limitations and teacher training. The findings underscore the significance of cultural adaptation in advancing global educational methodologies. This article presented (1) Orff’s teaching method in China, and (2) related research about Orff teaching method in China