The concept of elementary music-making as the basis of Carl Orff's anthropological approach to personality education

Abstract

The purpose of the article is to provide a scientific substantiation of the topic "The concept of elementary music-making as the basis of Carl Orff's anthropological approach to personality education" 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 the concept of elementary music-making in Carl Orff's pedagogical system interpreted through embodiment, speech, play, dialogue, culture, and creativity, interpreted as a multidimensional process combining aims, content, methods, organizational forms, values, communication strategies, and criteria for assessing outcomes. Methods. The study uses theoretical analysis, historical-pedagogical interpretation, systematization, comparison of contemporary studies, generalization, 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 elementary music-making is not a simplification of music but a primary form of human artistic self-expression based on voice, movement, rhythmic speech, play, group interaction, and cultural material. 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 anthropological approach consists in the holistic education of personality through pedagogically organized creative action in which a child learns to hear oneself, others, and the world of culture. 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.