Dalcroze Eurhythmics

Greenhead, Karin; Habron, John; Mathieu, Louise

doi:10.4324/9781315574714-16

Creative Teaching for Creative Learning in Higher Music Education 2016

DOI: 10.4324/9781315574714-16

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Dalcroze Eurhythmics

Karin Greenhead¹,

John Habron²,

Louise Mathieu³

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Cited by 6 publications

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Stories students tell about their lived experiences of spirituality in the Dalcroze class

Habron

Merwe

2020

Brit. J. Music. Ed.

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This article is a narrative inquiry of the lived spiritual experiences of students participating in Dalcroze Eurhythmics training. Previous studies have located Jaques-Dalcroze’s own writings and thought within the context of spirituality and have explored the spiritual experiences of Dalcroze teachers, but students’ perspectives remain to be investigated. We interviewed seven students, broadly defined as anyone currently attending regular Dalcroze training or who have recently attended Dalcroze courses and still consider themselves Dalcroze students. Various strategies for narrative data analysis were synthesised into our own coding scheme. Themes emerged from the data analysis: situation, continuity, personal interaction, social interaction and significant moments. The themes helped us construct a fictive conversation between the participants, using direct quotations from the interviews. Implications for practice focus on what inhibits and promotes experiences of spirituality in the Dalcroze class. This research will be relevant to music educators, as it gives clear, evidence-based guidelines on how opportunities for spirituality can be created in the Dalcroze classroom. It also offers an original synthesis of existing coding schemes for other researchers undertaking narrative inquiries.

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Stories students tell about their lived experiences of spirituality in the Dalcroze class

Habron

Merwe

2020

Brit. J. Music. Ed.

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Dalcroze meets technology: integrating music, movement and visuals with the Music Paint Machine

Nijs

2017

Music Education Research

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New interactive music educational technologies are often seen as a 'force of change', introducing new approaches that address the shortcomings (e.g. score-based, teacher-centred and disembodied) of the so-called traditional teaching approaches. And yet, despite the growing belief in their educational potential, these new technologies have been problematised with regard to their design, reception, implementation and evaluation. A possible way to optimise the realisation of the educational potential of interactive music educational technologies is to connect their use to music educational approaches that stood the test of time and as such may inspire technologies to become a bridge between tradition and innovation. This article describes an educational technology (the Music Paint Machine) that integrates the creative use of movement and visualisation to support instrumental music teaching and learning. Next, it connects this application to such an established music educational method, the Dalcroze approach. Through the lens of a set of interconnected aspects, it is shown how the Music Paint Machine's conceptual design aligns to the underlying principles of this approach. In this way, it is argued that integrating Dalcroze-inspired practices is a plausible way of realising the didactic potential of the system. An appendix with example exercises is provided.

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Embodied pedagogy for strings: preparing and performing Ysaÿe’s solo violin sonata no. 2 op. 27 – a journey of unexpected discoveries

Daly

2022

Music Education Research

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Dalcroze Eurhythmics

Cited by 6 publications

References 0 publications

Stories students tell about their lived experiences of spirituality in the Dalcroze class

Stories students tell about their lived experiences of spirituality in the Dalcroze class

Dalcroze meets technology: integrating music, movement and visuals with the Music Paint Machine

Embodied pedagogy for strings: preparing and performing Ysaÿe’s solo violin sonata no. 2 op. 27 – a journey of unexpected discoveries

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