Gjensyn med Orff-Schulwerk: et bidrag til nytenkning av musikkdidaktisk analyse

Abstract

This article investigates the benefits of analysing music teaching methods and practices by employing perspectives normally associated with aesthetics and philosophy of music. Theories on the meaning of music and on musical action (notably Nielsen 1998) guide a textual analysis of Orff–Schulwerk, which is selected as the case. Orff–Schulwerk is a significant music teaching approach in the recent history of Nordic music education; both within schools and music teacher education. The analysis reveals what appear to be internal conflicts in Orff–Schulwerk, in particular concerning the ontological conceptions of music and the views on musical actions. This is further discussed in relation to later editions and modifications, and ‘misconceptions’, of Orff–Schulwerk in the Scandinavian countries. In conclusion, it is argued that the theoretical framework, close to music ‘itself’, seems to enable complementary insights into music teaching practices, not the least because ontological and aesthetic conceptions of music seem to both exist and to play a vital role in music teaching methods and practices.