Assessment with Orff-Schulwerk Pedagogy in the Chinese Junior High School Music Classroom

Abstract

This article examines the necessity and applicability of the Orff-schulwerk approach as an assessment principle to Chinese music classroom assessment. Previous research has focused on discussing how Schulwerk-based instruction appropriate for formative and summative assessments. However, the combining of the Orff-Schulwerk pedagogy with the assessment mechanism of the Chinese junior high school music classroom has not been more discussed. This article criticizes the summative assessment of music in Chinese junior high school, and highlights the fact that the OrffSchulwerk approach is able to provide Chinese music practitioners with an inner direction featuring creativity at the heart of assessment.