Carl Orff's organizational and pedagogical activity in creating and disseminating the Schulwerk methodological system

Abstract

The purpose of the article is to provide a scientific substantiation of the topic "Carl Orff's organizational and pedagogical activity in creating and disseminating the Schulwerk methodological system" in the context of contemporary educational modernization, the competence-based paradigm, and the need to connect theoretical statements with practical mechanisms of pedagogical work. The subject of analysis is historical and pedagogical mechanisms of creating, institutionalizing, and internationally disseminating the Schulwerk methodological system, interpreted as a multidimensional process combining aims, content, methods, organizational forms, values, communication strategies, and criteria for assessing outcomes. Methods. The study uses historical-pedagogical analysis, source systematization, comparison of contemporary interpretations, generalization, chronological reconstruction, and pedagogical modelling. These methods made it possible to compare different approaches, identify their strengths and limitations, clarify the conceptual field, and present an authorial logic for organizing the pedagogical process. Results. The research shows that Schulwerk became an international methodological system due to the interaction of an authorial idea, practical testing, methodological fixation of materials, teacher training, institutional support, and network-based cultural adaptation. The article clarifies key concepts, reveals internal links between aims, content, methods, and outcomes, and determines conditions under which the investigated phenomenon becomes systematic rather than episodic. Special attention is paid to reflection, gradual implementation, individualization, cooperation, teachers' methodological readiness, and the correspondence between educational actions and learners' real needs. Conclusions. Carl Orff's organizational experience shows that a pedagogical innovation becomes viable only when it has a practical environment, trained bearers, high-quality materials, a professional community, and mechanisms for renewal. Further research should focus on empirical verification, development of diagnostic tools, creation of methodological materials, and analysis of the model effectiveness in different educational environments.