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Dalcroze: Movement with a Mission
Transcript of Dalcroze: Movement with a Mission
that exposed him to music at an early
age. His mother was a music teacher. Studied @ the College of Geneva's Conservatory of Music Spent 3 years at Belles-Lettres Society where he acted, sang, and for the theater Moved to Paris to study composition with Leo Delibes and Gabriel Faure Went back to his birthplace, Vienna, and studied more composition with Anton Bruckner and Robert Fuchs Finally, he returned to the Conservatory in Geneva, where he became a professor of music. Dalcroze became motivated to create his own musical pedogogical practices after teaching in the Conservatory for a while. He noticed that theory and learning and performing music were taught so separately from one another, and that students were learning theory by rules and writing, and not by sound. He also noticed that students couldn't always play music rhythmically correct,
but he saw that while listening to music, the students would naturally move in time and in tempo to the
music they heard. It was this observation and led
him to create his phyilosophies of movement
and music. What exactly is
you ask? Well, let me tell you! Gallery of Dalcroze Method
Instruction Eurhythmics The spontaneous and individual realization in movement of what you hear in music Example Solfege using fixed or moveable
for integration of singing
movement, being able to hear the harmonies taugh in music theory Students learn by exploring possibilities. Use the voice,
the piano, and/or other instruments to improvise Students can express ideas and feelings in their singing and movement by moving to the beat, by doing a dance that represents the emotion, or my doing an action or dance that represents the melody, dynamics, or musical textures. Example:
Singing notes in the direction of a bouncing ball