The Orff Institute of the Mozarteum University is characterized by a contemporary arts practice and a pedagogy emphasizing creativity. Music, dance, language are designed and taught in an inter- and transdisciplinary approach. The examination of social diversity is of central importance and is reflected in the artistic-pedagogical work with different target groups as well as in research.
The study program for Elemental Music and Dance/Movement Education qualifies students for a variety of established professional fields at the interfaces of artistic-pedagogical work, as well as those to be developed in the future.
It is particularly committed to the scientific and artistic-practical development of music and dance education and has set itself the task of keeping the tradition of the Orff Schulwerk, its documentation and its further development alive. In its nature and orientation, the Orff Institute is a place of research-led teaching and the center of a worldwide network of music and dance education.
Through the description of children's experiences during a flight through expulsion from East to West after the Second World War, accompanied by music, dance and language, the dismay of many Central European families is given expression.
The presentation concert of the scholarship holders of the newly created ensemble scholarship A (one-year) Start Up for Ensemble(s) took place in the impressive ambience of Schloss Leopoldskron at the beginning of April. In cooperation with "The International Society of Mozarteum University Salzburg", over 44.000 euros will be made available to students or graduates of the Mozarteum University Salzburg.
The International Society of Mozarteum University Salzburg finances an ensemble scholarship for students or graduates of the Mozarteum University - interdisciplinary concepts are welcome!
Kalcher, A. M. (2024). Von der Fußnote in den Fließtext. Tanz an Schulen ins Blickfeld ziehen. Musikpädagogik, 77 (1), S. 6–9.
Valtiner-Pühringer, D. & Weger-Purkhart, A. (2024). Tanz – Schule – Vielfalt. Musikpädagogik, 77 (1), S. 31–34.
2023
Kalcher, A. M. (2023). Singing, playing, dancing: Creativity viewed from the perspective of oscillation theory. In V. Kinsky & W. Rohrer (Hrsg.), Childhood and Music Making. Exploring – Communications – Improvising (MERYC22 Proceedings), S. 81–90. https://meryc.eu/wp-content/uploads/2023/09/Proceedings22_2.pdf
Kalcher, A. M. (2023). Ästhetische Qualitäten kreativer Arbeiten. Reflexionen aus der Elementaren Musik- und Tanzpädagogik und anderer Ansätze. In A. Eschen & M. Losert (Hrsg.), Gute Musik? Ästhetische Qualitäten von Musik im Unterricht (= Einwürfe. Texte zu Musik – Kunst –Pädagogik) (S. 127–149). Wien: LIT
Kalcher, A. M. (2023). The impact of social skills on group creativity. In: A. Sangiorgio (Hrsg.), Creative interactions. Creative learning, creative teaching, and teaching for group creativity in music education (S. 32–41). Open Access Book. University of Music and Theatre Munich.
Kalcher, A. M. (2023). Musik und Tanz. Spontaner Ausdruck und unverzichtbares Bildungsangebot. Unsere Kinder, 2, S. 4–9.
2022
Kalcher, A. M. & Tischitz-Winklhofer, B. (2022). Musik bewegt bis ins hohe Alter. Musikgeragogische Potenziale der Elementaren Musik- und Tanzpädagogik. In H. Henning & K. Koch (Hrsg.), Vielfalt. Musikgeragogik und interkulturelles Musizieren (S. 24–36). Münster: Waxmann.
Kalcher, A. M. (2022). Orffs künstlerisch-pädagogischer Ansatz aus kreativitäts- und lerntheoretischer Sicht. In A. M. Kalcher (Hrsg.), Kunst trifft Pädagogik. Orff im Wandel der Zeit (= Orff - Forschung und Diskurse, Bd.1) (S. 159–175). Wiesbaden, Reichert.
Kalcher, A. M. (2022). Bedeutende und spezifische Beiträge. Frauen als wichtige Impulsgeberinnen der Elementaren Musikübung. In I. I. Berg & F. Hoffmann (Hg.), Das Lehren lernen - Instrumentalpädagogik auf dem Weg ins 20. Jahrhundert (S. 155–167). Mainz: Schott.
2021
Esterbauer, E.(2021). Inklusive künstlerische Bildung – ein besonderes Feld für Kooperation, Kollaboration und Networking. In A. Bernhofer, M. Losert & H. Schaumberger (Hg.), Kooperation, Kollaboration und Netzwerke. Zusammenarbeit in musikpädagogischen Kontexten (S. 154–168). Wien/Berlin: LIT.
Kalcher, A. M. (2021). Soziale Kompetenzen als Schlüssel für kollaborative Kreativität? In A. Bernhofer, M. Losert & H. Schaumberger (Hg.), Kooperation, Kollaboration und Netzwerke. Zusammenarbeit in musikpädagogischen Kontexten (S. 192–210). Wien/Berlin: LIT.
Kalcher, A. M. (2021). Reflecting on Musical Creativity Using the Dynamics of Oscillating Processes. In, S. Vidulin, Sabina (Hg.), Music Pedagogy in the Context of Present and Future Changes 7. Multidisciplinary Crossroads. Researches in Music Education, S. 535–546.
Kalcher, A. M. (2021). Kreativitätsrelevante Potenziale befördern. In N. Bailer & K. Pecher-Havers (Hg.), Entfaltungsräume. Förderung musikalischer Potenziale im Unterricht (S. 93–112). Münster: Waxmann.
2020
Esterbauer, E. (2020a). Einschätzung von Beziehungsqualität als Grundpfeiler inklusiven Arbeitens. Das EBQ-Instrument in der Praxis. In H. Henning (Hg.), All Inclusive?! Aspekte einer inklusiven Musik- und Tanzpädagogik (S. 67–78). Münster: Waxmann.
Esterbauer, E. (2020b): Seeing is believing? Qualitative Videoanalyse im künstlerisch-pädagogischen Feld. In E. Esterbauer & A. Bernhofer (Hg.), Ist Kunst ein Sonderfall? Qualitative Forschungsansätze in den künstlerisch-pädagogischen Fächern (S. 147–174). Wien/Berlin: LIT.
Esterbauer, E. & Bernhofer, A. (2020). Künstlerische Pädagogik – ein Sonderfall im Forschungsfeld? In E. Esterbauer & A. Bernhofer (Hg.), Ist Kunst ein Sonderfall? Qualitative Forschungsansätze in den künstlerisch-pädagogischen Fächern (S. 7–14). Wien/Berlin: LIT.
Bernhofer, A. & Esterbauer, E. (2020). Schnittstelle Kunst – künstlerisch-pädagogische Disziplinen im Diskurs. In E. Esterbauer & A. Bernhofer (Hg.), Ist Kunst ein Sonderfall? Qualitative Forschungsansätze in den künstlerisch-pädagogischen Fächern (S. 221–233). Wien/Berlin: LIT.
Kalcher, A. M. (2020a). „Elementarbegriff". In M. Dartsch, C. Meyer & B. Stiller (Hg.), Lexikon Elementare Musikpädagogik (S. 77–82). Innsbruck: Helbling.
Kalcher, A. M. (2020b). „Kreativität". In M. Dartsch, C. Meyer & B. Stiller (Hg.), Lexikon Elementare Musikpädagogik (S. 293–299). Innsbruck: Helbling.
Kalcher, A. M. (2020). Zur Genese musikbezogener Identitäten. Perspektiven aus Entwicklungspsychologie und Musikpädagogik. In F. Gmainer-Pranzl & B. Mackinger (Hg.), Identitäten. Zumutungen für Wissenschaft und Gesellschaft (= Salzburger Interdisziplinäre Diskurse, Bd. 15) (S. 407–424). Berlin u.a.: Peter Lang.
Kalcher, A. M. (2020). Potenziale zeitgenössischer Musik für elementar-musikalische Bildungsprozesse. In K. Grebosz-Haring, S. Heilgendorff & M. Losert (Hg.), Vermittlung zeitgenössischer Musik (S. 185–202). Mainz: Schott.
Kalcher, A. M. (2020). Musikalisch-kreative Leistungen erfassen und bewerten – Perspektiven aus der Kreativitätsforschung. In M. Schwarzbauer & K. Steinhauser (Hg.), ,Nur’ Geschmacksache? Der Umgang mit kreativen Leistungen im Musik- und Kunstunterricht (S. 50–63). Wien: LIT, S. 50-63
Weger-Purkhart, A. (2020). Kompetenzorientiert Tanz bewerten? In M. Schwarzbauer & K. Steinhauser (Hg.), ,Nur’ Geschmacksache? Der Umgang mit kreativen Leistungen im Musik- und Kunstunterricht (S. 269–277). Wien: LIT.
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