ABSTRACT

This study examines how Korean Chinese children’s songs collected in Dandong and Shenyang, Liaoning Province, China, can be transformed into Orff-based classroom arrangements for lower primary music education. Using a qualitative design, the study conducted semi-structured interviews with five informants and collected 33 children’s songs. After excluding duplicated versions and songs with incomplete lyrics or melodies, 22 songs were retained for melodic and rhythmic analysis. Based on their musical and pedagogical characteristics, including compact melodic materials, clear rhythmic organisation, repetition, vivid imagery, and potential for movement and ensemble participation, four songs—Bandibul, Gom se mari, Jamjari kkongkkong, and Santokki—were selected for Orff-based adaptation. Their original melodies were retained as vocal parts, while speech rhythm, percussion, xylophone ostinati, simple accompaniment, movement, and group participation were added as classroom layers. All four arrangements underwent expert review, while Bandibul and Jamjari kkongkkong were further examined through small-group feasibility sessions. The findings demonstrate a pedagogical pathway linking field collection, contextualisation, musical analysis, Orff-based adaptation, expert review, feasibility checking, and refinement. The study highlights the potential of Korean Chinese children’s songs as adaptable local cultural resources for primary music education in China.

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