Music is the integral and core curriculum in early childhood education. It plays a very important role for children’s holistic development. In Hong Kong, kindergarten teachers have adopted different approaches in the teaching of music. Among them, Carl Orff approach has been viewed as one of the most popular approaches. According to the Guide to the Pre-primary Curriculum (The Curriculum Development Council, 2006), the appropriate time allocation for half-day and full-day music activities are 45-60 and 60-105 mins respectively; including the physical fitness and arts activities. The aims of this paper are three-fold. Firstly, it examines the changes of the school-based Carl Orff curriculum as compared to that of in 2014. Secondly, it investigates the existing constraints on the curriculum reform in the kindergarten. Thirdly, the practical recommendations on the successful implementation of the school-based Carl Orff curriculum will be discussed. It is a qualitative Case Study with emphasis on collecting qualitative data from class observations, unstructured interviews with the music teacher and principal, unstructured conversation with students, video analysis and curriculum study. The analysis and recommendations will be conducted according to Schwab’s (1973) four Commonplaces in Curriculum: Subject Matter, 60 Learner, Teacher, and Milieu. The five existing major constraints have been grouped into: curriculum design, teaching resources; facilities and equipment; professional support; teacher education and development.
|Publication status||Published - Jul 2015|