Date of Award

1987

Document Type

Thesis

Degree Name

Master of Arts

First Advisor

Nancy C. Higgins

Second Advisor

Douglas L. Turpin

Third Advisor

Cora Lippi

Abstract

This study investigates the relationship between skill objectives in the Orff-Schulwerk approach to elementary music education and Jean Piaget’s theory of cognitive development. The research begins with a detailed analysis of skill objectives as outlined in Music for Children, the foundational curriculum series for Orff-Schulwerk. These objectives are systematically ordered and examined for their developmental structure. The analysis reveals a clear sequence, beginning with fundamental abilities such as speech and rhythmic movement, progressing toward more advanced competencies including instrumental performance, melodic improvisation, and ensemble coordination.

The second stage of the study maps these Orff-Schulwerk objectives onto Piaget’s stages of cognitive development. Specifically, the research evaluates how skills correspond to the preoperational and concrete operational stages, which encompass the typical developmental levels of elementary-aged children. Findings demonstrate a significant overlap between the sequencing of Orff-Schulwerk skill development and Piagetian concepts of gradual cognitive growth, conservation, and symbolic thought. The study highlights how Orff’s emphasis on active participation, creativity, and discovery-based learning aligns with Piaget’s constructivist framework, supporting the view that music education can foster both artistic and cognitive development.

The results suggest that the Orff-Schulwerk method not only provides a musically appropriate progression of skills but also reinforces broader developmental goals. By integrating musical creativity with cognitive readiness, the method encourages holistic growth in children. The study concludes that the Orff-Schulwerk curriculum can be effectively understood as a developmental model in its own right, providing teachers with a pedagogical framework that is both musically grounded and psychologically informed. Implications for curriculum design, teacher training, and interdisciplinary connections between music education and developmental psychology are also discussed.

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