Abstract
In our study, which we carried out with a group of primary-school children aged between six and nine, we were interested in how musical language is shaped through group improvisations. Narrative dimensions of improvisation were studied through activities of Orff-Schulwerk, the specific music-movement education approach which, apart from music activities, puts great emphasis on development of social competences. The research was designed as a phenomenological case study. The findings show that, contrary to Orff-Schulwerk premises, children had yet to learn musical language and how to use it. It also turned out that teacher's expectations regarding the use of non-verbal communication are inversely proportional to the successful use of musical language. In line with Orff-Schulwerk's principles, rhythm proved to be the primary musical language parameter, as it was through rhythm that children first reached the sensations of others and reflectively depicted events from everyday life.
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