Frego, D. R. J. (n.d.). The Approach of Emile Jaques-Dalcroze. Retrieved from https://www.allianceamm.org/resources/dalcroze/#philosophy
Emile Jaques-Dalcroze is a music educator who in Switzerland developed the Dalcroze Eurhythmics approach to music. This method was originally designed for musicians in the conservatory but then realized it was applicable for an array of artists from all areas. As described by his reason was to create this its described as “Jaques-Dalcroze wanted to create an approach to music education in which sensory and intellectual experiences are fused into one neuromuscular experience—reinforcing the body’s response to music (Caldwell, 1995). He felt that this would lead to performance at high levels beyond expectations (Carder, 1990).”. The approach often includes 3 sections. The first one has rhythmic solfege or ear training. The solfege is taught through fixed Do. The student should be able to hear what they write and vise versa. Section two is improvisation based. This starts with an instructor playing piano while students improvise over the chords spontaneously reacting to the chords. Another section of this would be a student improvising rhythms on the drum while one improvises. The third section is described as “component is the eurhythmics itself. Often considered the core of the approach, eurhythmics was actually the last part to be developed.” These three parts of the learning process all complement each other nicely and have a good gradual build to a well rounded foundation of music education. Some uses for the Dalcroze rythmique involve the build a burrito activity we performed in class on the first day, as well as the scarf activity we performed in class. These are activities that are encouraging a kinesthetic learning environment where the students are improvising on pitch and rhythm and activity with one another. Some challenges that might approach me in a classroom with this is making adaptations for students in wheelchairs or with other movement disabilities. I am sure I can find ways to make adaptations for them in the classroom but I am worried about them not getting as much out of the experience because of their different situation. I think the advancements of that is most of school is sitting and watching and listening based lesson so when you ask the students to get up and move and interact your encouraging them to learn through more outlets as well as challenge each other in different ways than before, such as finding similar or different sounds and rhythms in the room.
0 Comments
Leave a Reply. |
Brandon RhinehartHere I will be posting reflective essays and philosophical documents and other assignments Archives
December 2019
Categories |