The Orff method, a notable music teaching method of modern times, is widely applied to music education inside and outside schools. Analysis of the elements of the Orff method in music textbooks is important as it provides basic data for the improvement and diversification of teaching and learning methods practiced by teachers in school music classes. This study analyzes the content and activities of the Orff method in elementary school music textbooks, which follow the current 2015-revised music curriculum, by grade level and textbook, and compares the findings. The results of the study are as follows. First, the extent to which the contents of the Orff method appeared varied by textbook, and the frequency of content presentation was generally higher in textbooks of the fifth–sixth grade cluster than in those of the third–fourth grade cluster. Second, the detailed elements of the contents of the Orff method were linked to various types of musical activity; however, the focus was mainly on ‘rhythm ostinato’ and ‘singing’. Further, textbooks that presented the content more frequently had various content and activities; however, the extent of presentation of the detailed elements of content decreased as the grade cluster increased. Third, the frequency of presentation of Orff media was relatively low compared with that of content and activities. When applying the Orff method, it is recommended to use Orff media as much as possible. It is hoped that follow-up studies on the application of music teaching methods, including the Orff method, to music textbooks and the implementation of music classes based on the study results will be conducted.
Ⅱ. 연구 방법
Ⅲ. 연구 결과