Localization of Orff Pedagogy in Early Childhood Art Education Development and Application of a 21-Volume Curriculum System

Abstract This report examines the systematic localization of Orff Schulwerk pedagogy within Taiwan’s early childhood education system. Through analysis of a 21-volume curriculum series, including keyboard, rhythm, and integrated art modules, the study proposes a structured framework for developing six core artistic competencies in children aged 2 to 6. The curriculum emphasizes multi-sensory learning, mixed-age classroom adaptability, and emotional regulation through the integration of music and visual arts. The findings highlight the role of localized curriculum design in addressing educational resource imbalance while supporting holistic child development. Keywords Orff Schulwerk early childhood education arts-based pedagogy curriculum development multi-sensory learning creative arts Main Content Structure Educational Philosophy: Orff pedagogy and creative arts integration Curriculum Architecture: Progressive competency development model Teaching Modules: Keyboard use, rhythm training, and gamified learning Conclusion: Localization and resource balance in early childhood education