Orff and a quality learning environment
Anne Power
This paper explores the relationship of PBL and Orff-Schulwerk in one school in South Western Sydney, specifically investigating the involvement of children in high level tasks such as composition and creative performance.
  

The use of Orff Schulwerk in the teaching of Italian
Annamaria Paolino
The Orff-Schulwerk music approach was trialled in primary schools across Western Australia to see if it was an effective pedagogical tool for the teaching of Italian to upper primary students. The response by both teachers and students was very positive.
 

Orff and Dalcroze: tributaries to a flowing river of musicianship
Joan Pope
A brief account acknowledging Patricia Holmes, the South Australian lecturer who, fifty years ago, enriched her music education with significant practical experience in both Orff and Dalcroze approaches.

 
The Centenary of The Dalcroze Cultural Institute, Hellerau - a broad view of the Dalcroze
Sandra Nash
Jaques-Dalcroze’s teaching at the Cultural Institute, Hellerau, near Dresden in Germany, from 1911 to 1914, had an explosive effect on the performing arts throughout Europe. His legacy beyond Europe, and issues relating to the promulgation of a method with innovation and creativity at its heart, is surveyed.
  

Little Swanlings in Malay: Early Childhood Music in the Malaysian Setting
Patricia Bowes
This is a demonstration and experiential workshop on learning Malaysian traditional children songs and games in early childhood. Building on the methodologies of Orff, Kodály, and Gordon’s Music Learning Theory, Dr. Bowes demonstrates the process and provides video clips of her work with young children in the early childhood lab school at UPSI, Malaysia.
 

Confidence to be Creative in Classrooms
Sue Lane
This paper will discuss the barriers that prevent the effective teaching of the Arts in schools, as well as strategies and practical ideas to support teacher confidence and to promote creative teaching in primary classrooms.
 

Elemental composition: Questions and considerations
Christoph Maubach
One of the challenges with approaching the subject lies in the varying connotations, which notions such ‘composing with children’ offer. There is also the question of the ‘elemental’ in elemental composition. Some propose that there is no such thing as elemental composition, only composition with children, or composition, or possibly arranging music in a particular way. These issues are addressed in this paper, which begins with deliberations by a reflective practitioner and then recounts aspects of seminal literature on composition with children.