Three CD Collection

By popular request, these songs and pieces from the 5 volume English edition (by Margaret Murray) of Carl Orff and Gunild Keetman's Schulwerk are now available in CD Format. Singers and speakers are from a variety of English, Welsh and German schools with professional musicians playing instruments. The material is not restricted to Britain, but also includes songs from Canada and the United States. The instrumental ensemble is directed by Carl Orff and Hermann Regner.

CONTENTS: Disk 1 - Disk 2 - Disk 3

Read the review published in The Orff Echo (AOSA Journal) August 2002

Invitation to Creativity:
A Brief Survey of Volume I of Music for Children

Extracts from the five printed volumes of Orff Schulwerk, Music for Children (English version adapted from Orff-Schulwerk by Margaret Murray: Schott and Co. Ltd, London) are indicated by roman numerals and page numbers. Other settings are by Gunild Keetman (GK), Margaret Murray (MM), Carl Orff (CO), Hermann Regner (HR) and Olwen Jones (OJ).

Music for Children - Margaret Murray edition

The original German version of Carl Orff and Gunild Keetman's 'Schulwerk' - Music for Children - first appeared between 1950 and 1954. With the present issue of Orff-Schulwerk in English, extracts from the five-volume English edition (published between 1958 and 1966) are now available in CD format. As with the examples in the books, the songs and pieces on these CDs should not be considered as parts of a blueprint, to be meticulously followed in every detail, but rather thought of as outline sketches that can be varied, modified or extended as the situation demands. Those who compare the CDs and the books will indeed find that many of the pieces have been changed.

The Schulwerk idea is one that transplants well, founded as it is on the basic elements of language, music and dance, with which children are encouraged to play and improvise imaginatively, so that, through the use of simple forms, they will he able to make their own music. With its roots in language and folk song every foreign plant will develop characteristics peculiar to the culture of the country concerned. For this reason, in the light of experience gained over the last twenty years, it has been possible to include much new material, both in speech and song, that has not been published in either sound or book form. This material is not restricted to Britain, but also includes songs from Canada and the United States.

All possible instrumental resources suited to this elemental style of music making have been used here. The barred percussion instruments that carry Orff's name, such as glockenspiels, xylophones and metallophones, are used, as well as simple, small percussion instruments and the larger ones found in the conventional orchestra. The older forms of wind instruments are favoured, such as recorders, sorduns and crumhorns. Brass instruments, such as trumpets and trombones, are also used. The guitar, violoncello and double bass have an important role, and, where available, the older forms of string instrument, such as the viol or viola da gamba, blend well into the ensemble. The only keyboard instrument to be heard will be the harpsichord or spinet. For practical reasons professional musicians have been engaged to play the instruments on these CDs.

Disc one
Disc two

Tracks 1-20 give examples of basic ideas in terms of speech work, rhythm, pentatonic melody in different keys, the use of percussion instruments in various ways and the building of simple forms.

1 Three rhymes are taken from The nursery rhymes of England, collected by James Orchard Halliwell and first published in 1842. Come, butter, come (MM) was used as a charm to make butter come from the churn. In this version of One, two, buckle my shoe (MM) alto xylophone and side drum alternate in echoing the word rhythm of each line, spoken alternately by solo and chorus. In Solomon Grundy (MM) his name, spoken by the chorus, alternates like a refrain with the solo voice that gives the factual details of his short life.

2 In What's your name? (MM) the nonsensical answers to everyday questions asked in this old rhyme are first represented rhythmically by a woodblock answering the voice of a child. The second time round the chorus asks the questions and a solo voice sings the answers. The change from triple to duple time gives variety and an increase of tension. Fish of the sea (MM) is a rondo made from the names of fish.

3 There are three Improvisations, in which the melody instrument uses only three notes over an ostinato. Instrumentation: i) three tuned glasses accompanied by alto xylophone; ii) soprano glockenspiel accompanied by two xylophones; iii) soprano glockenspiel and alto xylophone. In Peter Peter pumpkin eater (MM), the vocal line uses the four notes D, F, C and A and the accompaniment is similarly restricted, with the note P providing the tonal centre. In The goblin (MM), a poem by Rose Fyleman, the identical opening and closing lines are sung on two notes, at the beginning by a solo and at the end by the chorus. The central lines are spoken and the short introduction establishes the pitch and sets the mood.

4 These three song settings of traditional rhymes all use the four notes D, E, G and A both in the vocal line and in the accompaniment: Ladybird, The hot pease man and Jack Sprat's pig (MM).

5 Two instrumental pieces (I: p.99, no.7; p.97, no.5): i) two glockenspiels and timpani; ii) tuned glasses, three glockenspiels, two xylophones, guitar and violoncello.

6 Wee Willie Winkie (MM) has a three-note melody accompanied by soprano glockenspiel, soprano and alto xylophone and woodblock.

7 Three ostinato pieces (I, p. 104, nos. 15, 16 and 17) are all scored for a glockenspiel and two xylophones. In the second there is an additional drum.

8 The barnyard song (MM) is a well-known cumulative song from North America. Here the full pentatonic scale is used. My little pony (I, pp. 14, 72) is first spoken to a rhythmic accompaniment of body percussion and then sung to an instrumental accompaniment of glockenspiel and xylophone, while coconuts and sleigh bells suggest the sound of ponies.

9 Two ostinato pieces (I: p. 106, no.20; p. 107, no.22) are for barred instruments and triangle. Ding, dong-diggi-diggi-dong (I, pp. 24, 136) is both a vocal and instrumental canon.

10 Little Tommy Tucker (MM) is a three-note song. Two pieces (MM) use the pentatonic scale F-G-A-C-D, but both have D as their key note, giving the minor form of this scale. Rub-a-dub-dub (MM) is given an extended form through repetition and antiphonal effect.

11 Mr Rabbit (MM) comes from North America and this version uses the pentatonic scale. First duet for two xylophones (MM) is in country-dance style, for alto and bass xylophones.

12 Mr Frog's wedding (MM) is a song that exists in many versions. This one is pentatonic. Second duet for two xylophones (MM) is pentatonic, in country-dance style.

13 In the song Unk, unk, unk (I, p. 12) the children mock the witch at the bottom of the well, who replies to them on a monotone. They take up her story and repeat it in a three-part chorus.

14 Instrumental piece (MM) is a duet for glockenspiel and metallophone in C pentatonic: C-D-E-G-A.

15 Alleluja (I, p. 28), a short song of praise, is scored for voices, sometimes in two parts, and for glockenspiels, triangle and timpani.

16 Farewell to the Old Year (I, p.32) is a four-part canon with a simple accompaniment for metallophone, xylophones and timpani.

17 Two pieces for recorder (MM). The first piece is for treble recorder and bass xylophone. The scale can be described as the 'ray mode' of C pentatonic: A-B-D-E-G. The second piece is for descant recorder, soprano and alto xylophones, and is again in the 'ray mode', but this time of C pentatonic: D-E-G-A-C.

18 Ye banks and braes (MM). The melody of this well-known Scottish song is introduced by a tenor recorder. Accompanying instruments are glockenspiels, bass xylophone, guitar and violoncello.

19 Riddle song (MM) comes from the Appalachians. It can be described as being in the 'soh mode' of G pentatonic: D-E-G-A-B. The accompaniment for glockenspiels, metallophone, guitar and violoncello is based on the note D throughout.

20 The Two instrumental pieces (I, pp.118, 123) are both in C pentatonic. The first is for glasses, glockenspiels and violoncello; the second is a rondo with main theme for woodblock and soprano xylophone solos, accompanied by alto xylophone, maracas and sleigh bells.

Tracks 21-39 enlarge the melodic range to the seven notes of the major key. The instrumentation of the song accompaniments is richer, the speech and rhythm work more sophisticated. The drone bass and ostinato accompaniments are maintained at first, but give way to the use of alternating tonic and supertonic triads, and tonic and submediant triads.

21 There was an old woman (MM). In this fantastic, cumulative rhyme about the old woman who swallowed many different creatures, each animal is represented by its own instrument, with its own specific rhythm, and these in turn accumulate: woodblock, guiro, drum with wire brush, drum with hard sticks, cowbell.

22 Three short instrumental pieces (II: p. 9, no. 1. ;p. 10, no. 4; p. 11, no. 6) all use the first six notes of the major scale. The instrumentation is: i) three glockenspiels; ii) glockenspiel and metallophone; iii) two glockenspiels, metallophone and violoncello.

23 Fabian, Sebastian (II, p. 40) is a song using six notes, this time in C major. The short incitement to play pipe and drum is followed by a dance-like piece for descant recorder and glockenspiels, alto xylophone, triangle, cymbal, bass drum, timpani, violoncello and double bass.

24 The lively Dance, lassie do (II, p. 24) uses the first six notes of the scale of D major.

25 Three short ostinato pieces (II: p. 15, no.4; p. 16, no.5; p. 18, no.8) use the scale of C major without the seventh. Instrumentation: i) two glockenspiels, glasses, alto xylophone; ii) treble recorder, two metallophones and violoncello; iii) two glockenspiels, alto xylophone and timpani.

26 Old King Cole (MM). This is an adaptation of the well-known rhyme as it appears in Halliwell's collection of Nursery Rhymes of England from 1842. Here King Cole calls for pipers and drummers as well as for fiddlers. There are solo, tutti and canon sections, and each verse has a slightly different accompaniment. A piece for dancing (II, p. 30) is for xylophones, cymbals, antique cymbals, tambourine, bass drum, timpani, clappers and stampers.

27 The nursery rhyme Simple Simon (II, p. 42) uses the full seven-note major scale.

28 Two short ostinato pieces (II: p. 44, no. 2; p. 45, no.3) use the full seven-note scale of C major. In Magpies (MM) the instruments that precede each speaker have been chosen to provide a suitable mood, as well as the appropriate number of sounds for each number of magpies: cymbal, wood-block, triangle, side drum, glockenspiel, metallophone and antique cymbals.

29 Cradle song (II, p. 12) is in D major with no seventh. Three blind mice (II, p. 50) is sung here in D major and is scored for soprano glockenspiel, soprano and alto xylophones, two different drums, sleigh bells and violoncello.

30 Two percussion pieces (V: p.77, no.29; p. 84, no. 80) are rhythmic studies developed from single or two-part rhythmic patterns which can be 'orchestrated' in many different ways. Bear dance (II, p.39) harks back to the days when 'dancing' bears were an attraction at fairs and circuses.

31 Five fools in a harrow (II, p. 66) is a riotous song set for soprano glockenspiel, soprano, alto and bass xylophones, tambourine, woodblock, ratchet, whip, cymbal, bass drum, timpani, guitar, violoncello and double bass. Two ostinato pieces (II: p. 46, no. 5; p. 48, no. 9) are both scored for treble recorder and two xylophones.

32 Proverbs (MM) are used here in different ways. The first is heard in canon, the second with a rhythmically complementary accompaniment. Finally the two proverbs are combined.

33 Ostinato piece (II, p. 49, no. 10) is scored for treble recorder, metallophones and timpani. Gratitude (MM) is a sixteenth-century poem by an unknown author. In this setting the poem is sung freely, and the accompanying instrument provides an introduction and interlude only.

34 Percussion piece (V, p. 84, no. 79) is for woodblock, claves and bongos. Overheard on a salt marsh (MM) is a poem by Harold Monro, spoken as a dialogue over a background of alto metallophone and four glasses, which are rubbed round the rims with moistened fingers.

35 Canon for drums (GK). This effective piece comes from Rhythmische Ubung by Gunild Keetman.

36 Two pieces (II, pp. 86, 90) are both based on tonic and supertonic triads. The first uses struck glasses, two glockenspiels, three xylophones, two guitars, timpani, violoncello and double bass, and has a middle section played by descant recorder, glockenspiel and guitar. The second is for soprano glockenspiel, descant recorder and guitar.

37 Sumer is icumen in (II, p. 80) The original manuscript of this song is in the British Museum; it is probably the oldest known canon. In Instrumentalpiece (II, p. 94) two pairs - a sopranino recorder with soprano glockenspiel and a treble recorder with alto glockenspiel - take it in turns to play the melody, finally playing it in canon with one another. The rest of the ensemble consists of glasses, xylophones, timpani, violoncello and double bass.

38 The solemn processional character of alternating tonic and submediant triads is particularly effective in Song for Good Friday (II, p. 101).

39 Instrumental piece (II, p. 102) also uses tonic and submediant triads for an ensemble of descant and treble recorders, guitars, tambourine, side drum, bass drum, sleigh bells, timpani, violoncello and double bass.

Tracks 1-16 explore the realm of dominant and subdominant triads in the major key. The use of these triads has been implied in many of the exercises in the earlier songs and pieces, although these were built on drone bass and ostinato figures. Now the use of dominant and subdominant is consciously opposed to a drone foundation without entirely excluding it. A number of songs and pieces in the minor form of the pentatonic scale (the 'lah mode') prepare for the various seven-note minor modes introduced in tracks 17-35.

1 Recorder and timpani (III, pp.12, 109). At each repeat of the melody the recorder improvises freely to create a different variation, and the five successive versions are given over the timpani's tonic and dominant bass that itself varies rhythmically. A refrain using additional trumpets and xylophones creates a simple rondo.

2 Piece for solo xylophone (GK, Spielbuch für Xylophone, III, p. 4) has the character of an improvisation, with its very free time structure. It also illustrates considerable variety in its articulation and dynamics.

3 Dashing away with the smoothing iron (III, p. 84) is a well-known English folk song, which in this setting uses soprano glockenspiel, two alto xylophones, triangle, violoncello and double bass.

4 Two pieces (co, Klavier-Übung, nos. 17, 34). In country-dance style, two pieces have been variously orchestrated: the first for spinet and the second for tenor recorder, sordun, xylophone, timpani and violoncello. The first piece is then repeated to give a ternary form.

5 Poor wayfaring stranger (MM) is a song from North America which uses the 'lah mode' or minor form of the pentatonic scale: D-F-G-A-C. The setting relies on the sustained counterpoint of recorders and the drone on the violoncello. The scoring for alto xylophone and antique cymbals in the third phrase emphasises the structure of the melody.

6 The wife of usher's Well (MM) is also from North America and is here given an entirely vocal setting that again uses only the notes of the minor form of the pentatonic scale. With some experience of group vocal improvisation, it would be possible to improvise similar accompaniments.

7 Street song (III, p. 48) is based on a lute piece of 1536 by Hans Newsidler. It has a clear and characteristic pattern of tonic, subdominant and dominant chords. The successively increasing instrumentation, using sopranino recorders, xylophones, castanets, tambourine, side drum and timpani, shows the abundant variety of tone colour available from this combination of instruments.

8 In the Piece for two recorders and percussion (GK) the rich instrumentation of the accompaniment is based on ostinato patterns. Over this accompaniment two recorders provide arabesque-like melodic phrases. The treble recorder comes first, then the descant, and finally they play together. The three sections are linked by a refrain for timpani and cymbals.

9 Riddles (III, pp. 45, 46 and MM). After a dance-like introduction various riddles (different from those printed in the book) follow one another. A recurring refrain encourages the listener to find the solutions: i) a blackberry; ii) the crescent moon; iii) a lane.

10 Rundadinella (III, p. 90). The tune and words of this rondo date from the seventeenth century. It is sung by a chorus of boys' and men's voices, and the attraction lies in the dynamic build-up and relative ebbing away again of the sound. The direction 'alla marcia' helps one to imagine an approaching and then departing band accompanied by dancers with bells on their wrists and ankles.

11 Two short pieces (GK, Spiclbuch für Xylophon, III, p. 6, and MS). The first is a solo for metallophone, in the minor form of the pentatonic scale, that develops in rhythmically free, overlapping arabesques. In contrast to the free linear development of the first piece, the second, a two-part improvisation for recorders, is built into a rondo.

12 Land of the silver birch (MM) is a song from Canada, here given a setting for glockenspiels, alto xylophone and violoncello. The interludes on alto glockenspiel offer opportunities for melodic improvisation.

13 The Two dances for three xylophones (MM) i) Hornpipe; ii) Jig. These two dances are for soprano, alto and bass xylophones and are based on the traditional rhythms of the dance forms. Both are in the minor form of the pentatonic scale: D-F-G-A-C.

14 No, John, no (III, p. 39) is a folk song from Somerset, set here with an accompaniment for xylophones, metallophone, timpani, violoncello and double bass.

15 Festive procession (III, p.70) uses a twelve-bar melody played three times. The climax is reached by gradually filling out the accompanying instrumental parts. It is scored for recorders, glockenspiels, guitars, tambourine, triangle, four timpani and double bass.

16 Glenlogie (MM). This Scottish song gives a further example of the minor form of the pentatonic scale: A-C-D-F-G. It is scored for xylophones and timpani, with interludes between the verses improvised on descant recorder to the accompaniment of a tambourine.

Tracks 17-35 explore the Aeolian, Porian and Phrygian modes. Some accompaniments are founded on a drone bass, others make use of chords I and VII (tonic and leading note), and I and III (tonic and mediant). A further development here is the use of parallel moving triads that follow the shape of the melody. Finally, there are examples in which a melody note, particularly the third of the chord, can begin to develop an independent life of its own until, with practice, a free style of improvisation over moving harmonies can be achieved.

17 Three xylophone pieces (IV: p. 6 no. 6; p. 5, nos. 4, 5) are short duets in the Aeolian mode, for soprano and alto xylophones in which the soprano instrument has the melody.

18 Weather sayings (IV p. 15) groups together various examples of weather-lore, the varied tempo and settings emphasising the different character of each saying. The key alternates between C major and the relative A minor in Aeolian mode form.

19 In Wordless song (IV p. 77, no. 1) a child sings to a simple accompaniment on the alto xylophone. A treble recorder takes up the melody in the middle section and at the reprise a gloekenspiel joins the singer. The piece uses the Phrygian mode.

20 Recorder and drum (IV p. 78). The opening free arabesques on the descant recorder make a contrast to the tight rhythm established by the accompanying bongo in the main part of the piece, and show two styles of improvisation. It is again in the Phrygian mode.

21 Two xylophone pieces (IV p. 46, nos. 3, 2), in contrasting moods, originally written for soprano and alto xylophones, are here enriched by additional timpani and, in the faster second piece in 3/4 time, by tambourine as well. The first piece is repeated to make a ternary form. Dorian mode.

22 Yonder sits a fair young damsel (IV p. 62). This folk song in the Dorian mode from Hampshire is scored for recorders, glockenspiels, xylophones, timpani and double bass. The text is in the form of a dialogue and the instrumentation alters accordingly.

23 There are two alternative settings of this Short piece (GK, Stücke für Blockflöten, Ia, p. 4) in the Aeolian mode. The first is a duet for alto sordun and viola da gamba; the second uses recorders over a viola da gamba drone and has additional free improvisation on a glockenspiel.

24 Malcolm Laddie (IV p. 100) comes from a collection of Gaelic folk songs from the Scottish Highlands. The setting here is for tenor recorder, glockenspiels and metallophones, humming voices, bass xylophone, guitar, antique cymbals, violoncello and double bass.

25 This vigorous Dance piece (IV, p. 68) in both Aeolian and Dorian modes is in rondo form. The main section is scored for recorders, xylophones and timpani, and the contrasting episodes use woodblocks and bass drum, with additional stamping feet in the second episode. In the final repetition of the main section voices take up the melody.

26 This richly orchestrated Instrumental piece (IV p. 108) is built upon alternating tonic and mediant chords in the key of A minor, in the Aeolian mode. The swing between the two chords gives the piece a solemn, processional character.

27 The fair lady (IV, p. 104) is one of the spectral ballads associated with the old town of Edinburgh. This song is scored for recorders, trumpets, trombone, xylophones, side drum, bass drum, cymbals, timpani, violoncello and double bass. It uses the minor mode without the sixth note, but is given a Dorian setting here.

28 The five Pastoral pieces (IV pp. 50-51) recall the shepherd pastorale of former days. They are based on parallel moving triads in close and open positions and are scored variously for recorders, crumborns and sorduns, bongo, tambourine and sleigh bells. They are in the Dorian mode.

29 In this lively Dance (IV p. 84) in the Phrygian mode the melody on descant recorders is interrupted from time to time by tight rhythmic patterns in triad clusters on sopranino recorders and soprano xylophones.

30 Evening prayer (IV p. 80). Just over a hundred years ago this prayer was said by village children far more often than the Lord's Prayer. This version comes from Tavistock in Devon and is particularly interesting on account of the rarity of English folk songs in the Phrygian mode.

31 These three Triad pieces (IV p. 117) are in the Aeolian mode. Here there is no alternation of triads, but a free parallel movement in which the third of each chord is the melody note. The use of the same melody in duple and triple time (second and third pieces) was common practice in the seventeenth century.

32 The poem Mary at the Cross (IV p. 87) was collected in this form in the fifteenth century but may well originate from even earlier. The author is unknown. The setting is for glockenspiels, alto xylophone, tenor recorder and viola da gamba in the Phrygian mode.

33 Malaguena (IV p. 124) is founded upon a 'Malaguena bass'. Using the third of each chord as a starting point the recorder creates a melody that becomes more and more decorated as the orchestration increases in complexity, reaching a final climax.

34 Two pieces for brass instruments (HR, Bläser-Übung, II: p. 41 no.66; p. 42, no. 71) in the Dorian mode. In the first piece the moving triads are in root position and the trumpets have a more prominent role. In the second the darker trombone colour comes to the fore and the triads are in their first inversion. The first piece is repeated.

35 The words of Ascension (IV p. 88) are translated from a sixteenth-century German text. The scoring is for recorders, trumpets, trombone, glockenspiels, timpani, cymbals and double bass.

Disc three

Tracks 1-13 cover the use of dominant (in both major and minor forms) and subdominant triads in the minor key. There are also several exercises in melodic improvisation over basic harmonic progressions. The more complex speech and rhythm exercises are complementary to the simpler forms found on the other two discs.

1 This is the well-known version of the ballad The wraggle tagglegipsies (V p. 66). It is scored here for glockenspiels, xylophones, cymbal, bass drum, timpani, violoncello and double bass.

2 Spanish ladies (V p. 16) is a sailor song, collected by Cecil Sharp, and in this version has an accompaniment for xylophones, guitar, tambourine, cymbals, bass drum, timpani, violoncello and double bass.

3 The melody of Old midsummer dance (V p. 29) comes from a collection of popular airs called 'Souterliedekens' that appeared in Antwerp in 1540. Each repetition of the melody is scored differently: i) guitar and pizzicato double bass; ii) recorders, guitar, timpani, double bass; iii) trumpets, trombones, timpani, cymbals; iv) the same as c, but with recorders.

4 The loyal lover (V p. 42). This song, from Cecil Sharp's collection, has an accompaniment for descant and tenor recorders, soprano glockenspiel, alto and bass xylophones, violoncello and double bass.

5 Decorated thirds (V: p.33, nos. 1, 2, 3; p. 34, no.6). The melodies in these pieces are centred round the third of each chord in simple or decorated form, while the root and fifth, sometimes stationary and sometimes moving, provide the bass. The cadence points introduce leading notes in sharpened form. In the last piece the sixth degree of the scale is also sharpened to avoid the melodic interval of an augmented second. The practice of decoration or figuration of the third opens up a wide field for elementary improvisation.

6 Searching for lambs (V p. 14) was collected by Cecil Sharp in Somerset and is one of the best-known examples of an English folk song with a five-time metre. It is scored for metallophones, xylophones, antique cymbals, violoncello and double bass.

7 True Thomas (HR) is a setting of the words of the well-known ballad about Thomas the Rhymer, who is supposed to have lived in the border country between Scotland and England.

8 This Piece for percussion (V p. 85, no. 90) is only one of the several rhythmic studies from Volume V of Orff-Schulwerk. Only the notation is given and it is for the student to decide how it will be orchestrated. Here, bass drum, two woodblocks and hanging cymbal combine to provide a rather mysterious atmosphere.

9 Fog has words by Carl Sandburg, and Above the dock by T. E. Hulme (HR). In the settings of these two poems the accompanying instruments provide a foundation of sound that stimulates the imagination and supports the voice of the child.

10 Quem queritis in sepulchro? (V p. 122) is a trupe (a phrase formerly interpolated in different parts of the Mass) based on Chapter 16 of St Mark's Gospel, which describes the visit of the three Marys to the sepulchre. In Orff's setting the text is flexibly declaimed; the question is stated as an unaccompanied solo recitation, and the answers are a unison response that is finally given in parallel fifths supported by trumpets and timpani.

11 The text of Media vita (V p. 123) is from an antiphon that is known in thirteenth-century manuscripts in St Gallen, Switzerland, though it had already appeared in English sources in the eleventh century. It is now to be found in the Book of Common Prayer, in the Order for the Burial of the Dead. This setting goes back to the original form of the antiphon.

12 Chorus from Sophocles' Antigone: 'Wonders are many' (V p. 114). This setting of a chorus from a Greek play in Gilbert Murray's translation is scored for two choruses, alto xylophones, two hanging cymbals, tam-tam, side drum, three timpani and bass drum.

13 The hymn of praise Incipiunt Laudes Creaturarum (V p. 68) is usually known as 'St Francis's Hymn to the Sun'. St Francis is said to have composed the words in 1224, two years before his death, and to have dictated them to one of his associates. The text is given here in its old Italian form. The music, for unaccompanied choir, is based on Gregorian chant and has parallel moving parts.

Tracks 14-26 contain settings which are more complex, while still keeping in touch with the elemental style of Orff-Schulwerk. Only two of the songs are in major keys. The rest are modal melodies and include the Aeolian, Dorian, Phrygian and Mixolydian modes. The transverse flute, which has not been used so far, plays a role in some settings, as does the guitar. A violin and viola have been added to violoncello and double bass to provide a supporting string sound in some of the accompaniments.

14 The keel row (MM) is a Northumbrian song that is well known throughout the British Isles, and is sung here in dialect. This setting for descant recorder, xylophones and timpani uses tonic, dominant and subdominant harmony. A short interlude for recorder and timpani links the verses.

15 There are many versions of the song Y gog lwydlas (The cuckoo) (OJ), which describes the cuckoo's habit of getting other birds to rear its young. This version is from Gwynedd, North Wales.

16 Wrth fynd hefo Deio i Dywyn (Going with Deio to Tywyn) (OJ). A very popular folk song which tells of a journey with Deio to Tywyn in Gwynedd, and describes the various places on the way.

17 In A thousand curses on love (Mile marbhaisg air a'ghaol) (HR) the second line of each verse becomes the first of the next. It was collected by Peter Kennedy in Barra, Outer Hebrides. In this setting the voice is accompanied by strings and drum.

18 Cwyn Mam-yng-nghyfraith (The mother-in-law's complaint) (OJ) comes from the Isle of Anglesey. The combination of 5/4 and 3/4 time makes it a rather unusual folk song. The nonsensical words describe the unnecessary use of soap to wash clothes in the river in which Lewis Morris washes his horses' hooves.

19 Gee' ceffyl bach (Gee, little horse) (OJ) is a nursery rhyme that is well known to children throughout Wales. Traditionally it was sung while dandling a child on the knee as though riding a little horse.

20 An Irish lullaby 'Seo hu leo' (HR). This song was taken down from a singer who came from Limerick and it was published by Petrie in his Ancient Music of lreland in 1855. While appearing to sing a lullaby, the singer is trying to send a message to her husband, that he should come and rescue her from the fort where the fairies have held her captive for a year and a day. The setting is for flute, metallophone, bass xylophone and string instruments.

21 Y folantein (The valentine) (OJ) is a folk song from Aberystwyth in mid-Wales, describing the awakening of Spring and its effect upon a young man in love. The singers are accompanied by glockenspiels, xylophones, timpani, violoncello and double bass.

22 There are many versions of the old song John Barleycorn (V p. 58). This one was collected by Cecil Sharp in 1909 in Oxfordshire, The tune is a variant of the carol 'Dives and Lazarus'. It is scored for glockenspiel, xylophones, bass drum and triangle, and in alternate verses trumpets and trombones are added.

23 The fairies' lullaby (HR) was published by Hornecastle in his Music of lreland in 1844. As in the other Irish lullaby, no. 20, this one features an abduction by fairies, this time of a baby. One of the fairies is singing him to sleep while his sister, who had believed him to be dead, looks on.

24 The simple little nursery rhyme Yderyn bach syw (The shy little bird) (OJ) is in the form of question and answer. The little bird goes out to collect food in order to keep himself alive.

25 0 whistle and I'll come to you, my lad (HR). This Scottish air was a great favourite of the poet Burns, who wrote the words. The voice is accompanied by flute and guitar.

26 From Somerset comes a slightly less familiar version of the capstan shanty What shall we do with the drunken sailor? (IV p. 92), in the Aeolian mode.

MURRAY EDITION
Orff-Schulwerk: Music for Children (Carl Orff and Gunild Keetman)

VOLUME 1: Pentatonic (Ed 4865)

VOLUME 2: Major: Drone Bass-Triads (Ed 4866)

VOLUME 3: Major: Dominant and Subdominant Triads (Ed 4867)

VOLUME 4: Drone Bass-Triads (Ed 4868)

VOLUME 5: Dominant and Subdominant Triads (Ed 10920)

 


Invitation to Creativity:
A Brief Survey of Volume I of Music for Children

by Catherine West, Toronto

Reprinted from the Canadian Orff Newsletter Vol.26 No.3, April 2000

References are to the Margaret Murray edition except where noted.

As a teacher of both children and level one pedagogy at the Royal Conservatory's Orff Levels Courses, I have explored the enchantments of this Volume many times - yet there is always something awaiting me on the next occasion that I hadn't noticed before. The book is full of orchestrations which are worth playing exactly as notated, and we often do this in the teachers' course.

One piece that I love to do with students is "Unk, unk, unk" (p. 12) - especially at Hallowe'en, usually with grade fives; the children love this lugubrious song and willingly sing the solo for the water witch (boys too!).

The elaborate orchestration is quite magical; it switches with each section of the piece but is based on simple time values which do not present great difficulty. I can imagine fitting this piece into a dramatic presentation of a fairy tale or just presenting it on its own in dramatic form. Another piece which bears learning in total - or almost - is the marvellous "Allegro" on page 123, which most of us know affectionately as "Hiya" Students who learn the soprano xylophone part invariably play it ever afterwards whenever their hands stray near an instrument (think of it as "Heart and Soul" for Orff lovers!). Any students who find this part difficult are able to take a less demanding part of which there are plenty in this marvellous piece.

However, like most teachers, I rarely teach the pieces as written. We know that these books were written in the spirit of invitation; indeed many of the pieces such as the rhythms, nursery rhymes, etc. come with the command that we "do something with this". There are many pieces in question and answer form, and changing the answer to something else through improvisation is always an option. Look at "Little Boy Blue" (p. 20), "Where are you going to, my pretty maid?" (p. 29), or many of the instrumental pieces, for example, the one on page 98. The "Melodies to be completed" (p. 79), give us many models for responses. By confining the improvisation to the pentatonic tone set, the results are guaranteed to be acceptable and students can be encouraged to listen for the most effective solutions. Improvisations can be sung - children love to sing Wee Willie Winkie's excuses for not being in bed when he is supposed to be (p. 7) - or played on an instrument, pitched or nonpitched.

Orff teaches us a lot about preparing opportunities for improvisations and solos; looking again at "Little Boy Blue", notice the four bar gap between the tutti and the solo. We find this gap in several of the rondos, for example, on pages 111, 113 and 116. It is hugely helpful for children not to have to leap into the improv. straight from the theme - the little break gives them time for mental clarity and to feel the beat before their entry (I think of how many times I have had to introduce a breather like this, into pieces that do not have one already). Of course, the gap does not have to be very different material as it often is in these pieces - one can just drop out some ostinati and continue with a bass line or something equally simple.

The rondos are quite clearly written, with improvisation examples as episodes - seethe note on page 143. The melodies are often infectious and the suggestions for episodes imaginative, such as the whistling episode on page 116. Always teach the theme in skeleton form (i.e. just the macrobeats) and then encourage students to decide for themselves when they are ready to add the divisions of the beat, passing notes etc. This way all the students can play a version of the whole piece which is acceptable, and all students should be working at a level which is a personal challenge. Remember to include as many types of improvisations as possible and to exploit whatever talents your students possess - this is the place to try a non-Orff instrument solo, some creative movement or some student poetry.

I would like to draw attention to the wonderful canons in this volume. Most teachers are familiar with the marvellous "Ding, dong, diggidiggidong" canon on page 24 (how could we teach sixteenth notes without it?!). Do not overlook some other treasures - most have an irresistible hook for kids - the glissando on page 131 or the challenge of a canon at a one beat delay on page 122. This canon also invites a solo improvisation (replace bars 9 and 10), which the other students echo in bars 11 and 12. For an added challenge have the soloist repeat his/her own improvisation at 13 and 14 and the other students echo it again. Return to the canon and repeat the whole process with a new soloist.

The "Rhythmic canons" (p. 74) and "Canon exercises" (p. 91) have footnotes (pp. 142, 143), which ask us not to teach the canon as a whole but to treat it immediately as an imitative exercise. (These canons all have long held notes which allow students to "hear ahead"). They may be clapped, sung or played and clearly both teacher and students are encouraged to improvise similar canons.

Use these canons to develop in students an awareness of what makes polyphonic texture interesting - the complementary design. To put it simply, when something happens in one part, perhaps a quarter note, something contrasting should be happening in another part, perhaps two eighth notes. Have students write pentatonic canons and listen for places where the complementarity succeeds - or where it collapses into unison sound for lack of contrast. Once students start to explore canon this way, they become highly critical listeners and are eager to try all sorts of things in canon, poems, songs etc. Allow them to explore different lengths of delay and to listen critically to the results, what is most effective and why I extend this activity into our listening work and have students listen to one of Bach's two-part inventions while following a score; the design is spectacularly regular in contrasting elements of rhythm, pitch etc. (It is worth noting that Bach wrote these to teach his sons how to write, not how to play, imitative textures).

I cannot leave this quick survey of the treasures of this book without a mention of the rhythmic accompaniments. Pages 53 to 78 are full of wonderful ideas and should not be overlooked. The body percussion accompaniments for "My little pony" (p. 72) and "Old Angus McTavish" (p. 73) are highly effective - but the schemes are over-elaborate for most of our purposes and beg to be simplified.

There are some beautiful song materials in the Doreen Hall/ Arnold Walter edition which do not appear in Murray's, and some preferable words for songs that are found in both. Orff teachers should own both editions.

On revisiting the Hall/Walter edition, I find song after song which I use regularly. "Little Robin Redbreast" (p. 10) is a cherished game in my kindergarten classes. The children sing the solo "Thank you for my tea", and then fly away to the cherry tree. "Mother may I go and bathe?" (p. 13) appeals to children's love of corny jokes. Tell other jokes as interludes. I used "Dame, get up and bake your pies" (p. 15) as the A section of a seasonal rondo which included "Little Jack Horner", "I saw three ships" and some glockenspiel improvisation, plus a few appropriate props such as mixing bowls and aprons'.

"A star" (p. 17), and "Riddle, riddle, riddle me" (p. 38) invite creative settings of old riddles and sayings, an ideal junior class activity. (Fowke's Ring Around the Moon is an excellent sourcebook.) "The day is now over" (p. 19, Hall and Murray), is a beautiful lullaby which appears in both editions I use nonreligious words:

The day is now over, the moon shines so bright
All the children are going upstairs for the night.
Little birds in the trees hide their heads in their wings
While Mama (or Papa) comes up to the bedroom and sings.

I have no record of whose version this is - let me know if you know! An improvised conversation (in pentatonic) between parent and child is a natural interlude.

"The bells in the steeple" (p. 36, Hall) is an exquisite version of the song that is Murray's "Farewell to the old year" (p. 32). Both have the same enchanting orchestration and a B section of rainstorm sounds can be developed. Both editions feature the rollicking song (with pitched percussion or body percussion accompaniment), which is "Old Mister Mulrooney" in Hall (song p.40, bp p.75)) and "Old Angus McTavish" in Murray (song p.37, bp p.73). There are many more wonderful songs in the Hall/Walter edition - if you do not own it, you should!

Songs such as "Boomfallera" (p. 44, Murray) may be transposed if your classroom choir sounds less than wonderful on high G. Often, moving songs up from C to D or even F major is preferable in terms of children's vocal register. Remember that Orff and Keetman had no bass xylophone or metallophones when these orchestrations were written - give the "glasses" parts to metallophones and add or adapt bass lines as needed. Orff mentions in his introduction that "The use of the piano … is to be deplored…" and "Even more so mouth-organs or accordions."!

In deciding what to use, and how, Music for Children gives us plenty of ammunition and permission. Cut the cloth according to your own cloak, and only teach the parts from the book which support your goals. If improvisation is the experience you want your students to have, make sure that you do not spend six weeks learning ten different ostinati for a song so that in week seven the children are allowed to improvise only once. I speak from personal experience and regret! However, if reading notation is a goal for your class, the time will be well spent reading those ostinati, or perhaps writing others. (It is worth noting that Orff specifies, in his introduction, that the teacher should teach students musical notation from the very beginning, with the emphasis being on writing down their own creations.) Spend the time on the most important learning and minimize the time spent on other aspects.

In closing, I want to draw attention to the lyrical beauty of some of these settings, a beauty that is found widely in the other volumes, but is a greatly needed antidote to so many witty little themes in C pentatonic here in Volume 1. The "Tranquillo" on page 106 is lovely, as is that on page 110. These melodies sound well on recorder and are also open to adding lyrics.

The challenge Orff offers us as teachers is a wonderful vocabulary to imitate. Use and enjoy it!

Catherine West, B.A. Hons, B. Ed., A.R.C.T., Orff Cert., is a music specialist with the Toronto District School Board where she teaches in two K-6 schools. She trained as a piano and early childhood music teacher at The Royal Conservatory of Music and has extensive experience in private music schools and as an Orff Specialist for the former Toronto Board of Education. She teaches Orff pedagogy Level One at The Royal Conservatory of Music every summer and is an active advocate for music education. Catherine is past president of the Ontario Chapter. Her infectious enthusiasm as a teacher and for the Orff approach is very evident in this article.

Review from The Orff Echo, the Journal of the American Orff-Schulwerk Association, August 2002

Many experienced teachers of the Schulwerk still remember (and perhaps still use and enjoy) the original Musica Poetica/Harmonia Mundi recordings, Music For Children - with texts sung in German. With Schott's newly released triple-CD compilation, American Orff Schulwerk teachers reap the double benefit of a CD format and English texts. One can only hope that recordings in other languages are yet to come.

The majority of the tracks comprise selections from Margaret Murray's five volume English edition of Music For Children by Carl Orff and Gunild Keetman (published between 1958-1966). Additionally, one hears many supplemental pieces, including a few songs from North America (e.g., Poor Wayfaring Stranger, in La-Pentatonic mode). Even though this collection does not provide new recordings of the old standards, it is well worth owning and sharing with students. It is worth noting that the instrumental ensemble was conducted by Carl Orff and Herman Regner. Although the instrumentalists were professional musicians (the liner notes state that professional musicians were used for "practical reasons"), children's speaking and singing voices abound. In addition to the expected timbres of recorders, pitched and un-pitched percussion that provide the essential sound of the instrumental ensemble, one also hears water glasses, guitar, cello, double bass, sordun, crumhorn, trumpet, trombone, viol, viola da gamba, harpsichord and spinet.

In this quote from the liner notes, the listener is reminded that " . . .as with the examples in the volumes, the songs and pieces on these CDs should not be considered as parts of a blueprint to be meticulously followed in every detail, but rather thought of as outline sketches that can be varied, modified, or extended as the situation demands. Those who compare the CDs and the volumes will indeed find that many of the pieces have been changed." Indeed! How wonderful to have these recordings - demonstrating through exquisite performances the spirit in which Orff and Keetman (and Margaret Murray!) created and composed - providing such beautiful examples of how the pieces can and should be changed.

In addition to an overview of the elemental style and goals of the Schulwerk, the liner notes also provide succinct comments about each track, including volume and page numbers, composer/arranger, pedagogical emphases, and geographical sources. The carefully articulated British accents on some tracks might not be immediately accessible to many students in the United States, but the overall power and beauty of this new release make it one to be enjoyed and studied by all Orff Schulwerk teachers who want to increase their understanding of the Schulwerk and of the primary sources from which flowed the inspiration for decades of creativity.

- Rick Layton

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