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This study explores a significant educational reform effort dedicated to the establishment of music programs based on the pedagogical theories of Carl Orff in Canadian schools. Archival and interview data pertinent to the inquiry were collected, analyzed, and presented using a historical organizational scheme. Findings show how every facet of music education -- from systematic change in higher education and public schools to reforms in policy, practice, and curriculum -- has been profoundly affected. The success of the movement was due to critical factors, such as: (1) effective transformational leadership; (2) establishment of a comprehensive, three-level teacher training model; (3) continual offerings of pragmatically-oriented workshops and conferences; (4) establishment of a national network; (5) a favorable climate for change; (6) adaptable and appealing pedagogical theory; (7) strong links between theory and practice; (8) administrative and financial support; (9) stewardship and solidarity; (10) media coverage; (11) support of the music industry; and (12) forums for communication. (EH)

Descriptors: Aesthetic Education, Change, Educational Change, Elementary Secondary Education, Fine Arts, Foreign Countries, Higher Education, Movement Education, Music, Music Education, Music Teachers, Music Techniques, Orff Method, Teaching Methods

Autor: Morin, Francine


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