Orffov glazbeno-pedagoški pristup u ranom i predškolskom odgoju i obrazovanju

Glazba je neizostavan dio ljudske svakodnevice i prati ga od najranije dobi. Obogaćujući djetetovu neposrednu okolinu različitim sadržajima, utječemo na dječji glazbeni, ali i cjelokupan razvoj. Isto tako, glazbeni odgoj je nezaobilazan dio predškolskih i školskih kurikuluma. Svaka ustanova ranog i predškolskog odgoja i obrazovanja u skladu s Nacionalnim kurikulumom za rani i predškolski odgoj i obrazovanje (NKRPOO) planira i oblikuje vlastiti kurikulum. Jedan od mogućih pristupa kurikulumu glazbenog odgoja u vrtićima, a koji je u skladu s vrijednostima, načelima i ciljevima NKPROO je Orffov glazbeno-pedagoški pristup. Carl Orff je sa svojom suradnicom Gunild Keetman 20-ih godina prošlog stoljeća osmislio holistički pristup temeljen na grčkom idealu „Muzike“ koji objedinjuje pokret i glazbu te ga namijenio studentima plesa i studentima glazbe. Kasnije ga je doradio i prilagodio dječjem uzrastu, uvažavajući dječju igru, znatiželjnu, stvaralačku i aktivnu dječju prirodu te integrirajući glazbu, pokret i govor kroz procese imitacije, istraživanja i improvizacije. U radu je prikazan životni put utemeljitelja pristupa, povijest njegova nastanka, njegove osnovne karakteristike, važne dimenzije osobnosti učitelja Orffovog pristupa, povijest nastanka i pregled Orffovog instrumentarija te pregled nekih od aktivnosti stručnog usavršavanja o načinima provođenja glazbenih aktivnosti Orffovim pristupom. Provođenje cjelovitog Orffovog glazbeno-pedagoškog pristupa zahtijeva stručne glazbene kompetencije koje nisu na razini kompetencija koje posjeduju odgojitelji. Stručnim usavršavanjem na ovome području, odgojitelji mogu proširiti svoj glazbene kompetencije i iskoristiti neke od elemenata Orffovog glazbeno-pedagoškog pristupa u radu s djecom, kako bi im stvorili uvjete za nastanak estetskih i osobnih iskustava koje Orffov pristup nudi muziciranjem i improviziranjem kroz različite umjetničke forme.Music is an integrated part of everyday life of almost all human beings, and is present in their lives from the earliest age. By enriching child's environment with various musical stimulations, we can impact musical, as well as child's overall development. Moreover, music education is essential part of preschool and school curriculum. Every preschool institution, according to National curriculum for early and preschool education (NKPRO), plans and creates its own curriculum. One of the possible approaches to teaching music in preschool may be the Orff pedagogical approach because it is consistent with NKPRO-s objectives, values and principles. Carl Orff and his associate Gunild Keetman had envisioned a holistic approach inspired by Greek ideal „Musike“ which connects movement with music and addresses it to music and dance students. By taking into account children's playful, curious, imaginative, creative and active nature later on, Orff adapted his approach to them. He integrated the music with movement and speech through the processes of imitation, exploration and improvisation. This paper offers an insight into Carl Orff's biography, the origin of the approach and its fundamental characteristics, the personal characteristics of Orff teachers, the history of making and overview of the instruments, and finally, some of the activities included in the professional development program about the Orffs pedagogical approach to teaching music and its implementation with preschool children. Preschool teachers can not implement this approach in the holistic way as Carl Orff intended, because they simply do not have enough musical competences. However, by taking part in workshops and professional development programs, they can improve their own musical competences and use some of the elements of the Orff approach in order to provide the children aesthetic and personal experiences through various art forms