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School based partnerships : an Orff approach experiencing, exploring and engaging in music education

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journal contribution
posted on 2008-01-01, 00:00 authored by Dawn JosephDawn Joseph
This article considers the role school-based partnerships can offer pre-service music education students. It is a reflection on what my students and I experienced, explored and engaged in music teaching and learning at a local primary school in Melbourne where the teacher is an Orff practitioner. As Wiggins says, 'Excellent teacher education programs provide students with experiences from which they can construct their own understandings of music, education, and music education' (Wiggins, 2007, p.36). Although both students and I kept reflective journals over our fiveweek visit during the first semester of 2008, this article selectively reports on some of my observation notes regarding music teaching and learning using the Orff approach. Such interaction paves the way for ongoing professional growth for all concerned (preservice students, music teacher and lecturer). It may be argued that school based partnerships offer students 'hands on' opportunities to 'develop an initial repertoire of teaching competencies, comprehend the various dimensions of music experience and understand student learning' (Campbell & Brummett, 2007. p.52). Although this article draws on the principal of linking theory to practice where the emphasis is on school and university partnerships (Henry, 2001) it makes pertinent links to the Orff approach to music teaching and learning.

History

Journal

Musicworks : journal of the Australian council of Orff Schulwerk

Volume

13

Issue

1

Pagination

15 - 19

Publisher

Australian Council of Orff Schulwerk (ANCOS)

Location

Sydney, N.S.W.

ISSN

1320-078X

Language

eng

Publication classification

C1 Refereed article in a scholarly journal

Copyright notice

2008, Australian Council of Orff Schulwerk (ANCOS)

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