A Study on Orff Music Teaching Practices in Kindergartens Based on Ningbo Nursery Rhymes—A Case Study of Madengdiao

Lingling Zhang; Yuxin Qin; Xinjie Wang; Liang Zhang

doi:10.61414/j4kmee26

Abstract

Guided by Orff’s music education philosophy, this study took Ningbo nursery rhyme “Madengdiao” as a case, constructed a three-stage teaching model of “disassembly-compilation-creation”, applied it to 32 children aged 5–6, and carried out a four-week music activity course. Through the systematic dismantling and re-creation of rhythm, language, and action, children’s rhythm perception, action coordination, language imitation, and cultural interest were significantly improved. The results show that the four core indicators were significantly improved, which verified the effectiveness of this model in the transformation of non-material cultural heritage nursery rhymes education and provided a replicable path for the systematic implementation of non-material cultural heritage courses in preschool education.

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