Words and Music: Interview with Christoph Maubach

11/18/19 • 18 min

Show Notes:

In this episode I chat with Christoph Maubach, international lecturer, presenter and trainer in the Orff Schulwerk approach to music education.

Christoph is also a freelance musician and composer and an author of several music and dance publications for children and teachers.

Speaking to me from his home in New Zealand, he discussed his passion for ‘words and music’ - the way words can lead to music and composition, even for very young children.

Our podcast home page is at
www.musicroom.net.au
Episode highlights:

The main reason Christoph is attracted to the Orff Schulwerk approach to music education.
How the Orff approach helps other areas of curriculum.
What if there were a music education opportunity that would involve the combination of words, language/literacy, getting to know how words sound, playing with words, and at the same time learning aspects of music education?
Creating a performance piece, through language, in 20-30 minutes.
Using a small piece of poetry and developing it with percussion and voice.
Giving the children permission to participate.
Example: a poem about rain.
Developing the text through student participation, with body percussion.
Keep the text short.
The printed word comes later.
Exploring the feel and musicality of words.
Some texts/poems already have an underlying beat/pulse and rhythmic qualities.
Using phrases from a poem as a loop.
Student writing - the haiku and its musical possibilities.
Words can easily be made into music.
Poem: ‘The wind makes lots of noises ...’
How many ways can we say the words?
How can we graphically notate what we do with symbols?
The teacher can provide a graphic score.
The use of words in contemporary arts.

Recipe:

Tournedos Rossini
A French steak dish, created for 19th century composer Gioachino Rossini.

The dish comprises a beef tournedos (filet mignon), pan-fried in butter, served on a crouton, and topped with a hot slice of fresh whole foie gras briefly pan-fried at the last minute. The dish is garnished with slices of black truffle and finished with a Madeira demi-glace sauce.

https://en.wikipedia.org/wiki/Tournedos_Rossini

Quote
A painter paints pictures on canvas. But musicians paint their pictures on silence. Leopold Stokowski

Christoph’s Orff resources with Music Room - published by Bushfire Press
Look for the free activities!

https://www.bushfirepress.com.au/primary/music/orff-resources/ (Orff Beats)

Show Notes:

In this episode I chat with Christoph Maubach, international lecturer, presenter and trainer in the Orff Schulwerk approach to music education.

Christoph is also a freelance musician and composer and an author of several music and dance publications for children and teachers.

Speaking to me from his home in New Zealand, he discussed his passion for ‘words and music’ - the way words can lead to music and composition, even for very young children.

Our podcast home page is at
www.musicroom.net.au
Episode highlights:

The main reason Christoph is attracted to the Orff Schulwerk approach to music education.
How the Orff approach helps other areas of curriculum.
What if there were a music education opportunity that would involve the combination of words, language/literacy, getting to know how words sound, playing with words, and at the same time learning aspects of music education?
Creating a performance piece, through language, in 20-30 minutes.
Using a small piece of poetry and developing it with percussion and voice.
Giving the children permission to participate.
Example: a poem about rain.
Developing the text through student participation, with body percussion.
Keep the text short.
The printed word comes later.
Exploring the feel and musicality of words.
Some texts/poems already have an underlying beat/pulse and rhythmic qualities.
Using phrases from a poem as a loop.
Student writing - the haiku and its musical possibilities.
Words can easily be made into music.
Poem: ‘The wind makes lots of noises ...’
How many ways can we say the words?
How can we graphically notate what we do with symbols?
The teacher can provide a graphic score.
The use of words in contemporary arts.

Recipe:

Tournedos Rossini
A French steak dish, created for 19th century composer Gioachino Rossini.

https://en.wikipedia.org/wiki/Tournedos_Rossini

Quote
A painter paints pictures on canvas. But musicians paint their pictures on silence. Leopold Stokowski

Christoph’s Orff resources with Music Room - published by Bushfire Press
Look for the free activities!

https://www.bushfirepress.com.au/primary/music/orff-resources/ (Orff Beats)

Previous Episode

Puppets And Props In The Music Room: Tamara O’Brien Interview

In this episode, I chat to Tamara O’Brien, an award-winning composer, creative educator and teacher trainer for early childhood and primary music, dance and drama. She provides engaging and practical workshops for teachers and childhood carers through her company, Music For Children.

Speaking to me from Frenchs Forest just north of Sydney, NSW, Tamara tells me how she uses puppets and props in the music room to help children emerge from their shell and grow with confidence, while learning at the same time.

Episode highlights:

How Tamara started her puppet journey - two former students inspired her use of puppets
How ‘Sylvester the Sock’ was born
Audiation explained - the process of inner hearing
How Tamara uses audiation in her teaching
Tamara’s use of Magic Lips - something she picked up in one of her pre-schools
Other daily items that can be used for teaching rhythms
How Tamara uses buttons to teach
How Tamara uses ribbons to teach
Other types of props Tamara makes out of everyday items
Building her puppet collection - a 15+ years process
An example of Tamara’s dragon song
Why making eye contact with the child’s puppet, not the child, is important when interacting and teaching
How puppets can help inspire creativity and boost confidence in children
Shyness vs confidence - how Tamara deals with different characters and personalities in children
Teaching in the UK and how children’s responses to puppets differ
Why Tamara enjoys teaching with puppets

Recipe:

James Morrison: Chermoula Chicken on a bed of cous cous with chilli Jam

Quote

“If I were not a physicist I would probably be a musician. I often think in music. I live my daydreams in music. I see my life in terms of music.” Albert Einstein

Useful Links:
Tamara puppet activity video (free)- https://www.bushfirepress.com.au/primary/professional-development/puppets-and-props-in-the-music-room-pd/

Tamara’s Orff resources (with free activities) - https://www.bushfirepress.com.au/primary/music/orff-resources/

Tamara’s downloadable Orff resources - https://www.bushfirepress.com.au/music-room-connect/

Tamara O’Brien on LinkedIn - https://www.linkedin.com/in/tamara-o-brien-17999b6/

Music For Children Website - http://www.musicforchildren.com.au/

[email protected]
Bushfire Press website - https://www.bushfirepress.com.au/
Mark Leehy LinkedIn - https://www.linkedin.com/in/mark-leehy-5b061b13/
Bushfire Press Facebook - https://www.facebook.com/bushfirepress.community/
Bushfire Press Youtube - https://www.youtube.com/user/bushfirepress
Bushfire Press Twitter - https://twitter.com/bushfirepress

Next Episode

Music and Language: interview with Allison Cameron

In this episode I chat with Allison Cameron, who is completing a PhD at the University of Wollongong. Her research has looked at the effects of a children's music education program upon the language development of 4 and 5 year-olds. The music program is called Tuning In - it's part of the Shoalhaven Youth Orchestra, based in Nowra on the NSW south coast.

Although Allison’s research focuses on preschool-aged children, there's so much relevance in it to music teaching in the early primary years. She would love to be able to communicate about her research and the wider benefits of well-structured and implemented music programs.

Episode highlights:

Allison’s research into the effects of a children’s music education program on language development 4 & 5 year olds.
The ‘Tuning-In’ program in the shoalhaven area - to increase pool of students playing instruments (to join orchestra)
Seeing language development problems in pre-school.
Developing a way to research the effects of a music program on preschool children.
4 preschools - two of which became ‘Tuning in’ schools.
Testing for phonological awareness.
Improvements in communication.
Music making is a social practice and provides a framework for building relationships.
Playing music in a group is the ultimate team sport and builds self-esteem.
Telling stories with instruments.
Babies, language and singing.

HINTS & TIPS VIDEO: https://youtu.be/8u5Jc3D5p3c