1865 - 1950

mile Jaques-Dalcroze was a composer, musician and music educator

who developed eurhythmics, a method of learning and experiencing
music through movement between late 19th century and early 20th
century
Dalcroze was born on July 6, 1865 in Vienna, Austria.
He became a professor of harmony at the Geneva Conservatory in
1892; by which time he started developing his method of teaching
rhythm through movement known as eurhythmics.
He founded a school in Hellerau, Germany (later moved to
Laxenburg) in 1910, and another school in Geneva in 1914, where
students learned using his method.

 It was introduced to United States in 1915

Most public schools could not provide time and space for it to
be taught in its authentic form
But some teachers adapted the procedures and some were
influenced by the approach
The use of walking and running through quarter and eighth
notes is one common example in the elementary school.
By 1930s a number of colleges music schools or physical
education requires courses in eurhythmic

 Music study at that time was divided into segmented courses such as
harmony, sight-singing, form and analysis and etc.
Dalcroze noticed that students only knew music in an intellectual way.
When he asked students to write down chords during their
harmony classes, he discovered that they were not really hearing what
they had written, . It became clear to him that traditional method of
training musicians concentrated on the intellect and fail to give student
experiences.. (Dobbs, 1968, p.g. 13)

 He also noticed that students had trouble in performing rhythmic

patterns but no problem with rhythmic motor activities such as
walking
From the observation, he concluded that people instinctively
have musical rhythm BUT do not transfer these instinct into music.

 The Dalcroze method, also known as Dalcroze Eurhythmics, is another

approach music educators use to foster music appreciation, eartraining and improvisation while improving musical abilities.
In this method, the HUMAN BODY is the main musical instrument.
Students listen to the rhythm of a music piece and express what they
hear through movement.
Music begins when human emotion is translated into musical movement
Simply put, this approach connects music, movement, mind, and body.
Eurhythmic comes from the Greek word good rhythm or flow
Eurhythmics-trains the body in rhythm &dynamics

 The purpose of this rhythm is to create rhythmic sensitivity in the

students by making them feel musical rhythm in their entire bodies
Musical concept are also reinforced through physical movements
Sometimes the student begin with representation of idea, which they
are familiar with tried without music.
EXAMPLE walking with steps that becomes more energetic.
- next the student listens to music in which crescendo is
easily heard
- Afterwards movement is synchronized with music
- the term crescendo joins in through bodily movement and
later the musical symbol be represented
- In more advanced classes, students may use the idea of
notation and improvisation

 There are method has 3 facets:

1) Eurhythmics (Greek for "good rhythm or flow")

Musical expression through movement; developing musical skills
through kinetic exercises. Students learn rhythm and structure by
listening to music and expressing what they hear through
spontaneous bodily movement.
For example, note values and rhythms are represented by
stepping and clapping.

 The purpose of the movement is to create rhythmic sensitivity in

the students by making them feel musical rhythm in their entire
bodies
Musical concepts are also reinforced through physical
movements

 Sometimes the student begin with representation of idea, which

they are familiar with tried without music.
EXAMPLE walking with steps that becomes more energetic.
- next the student listens to music in which crescendo is
easily heard
- Afterwards movement is synchronized with music
- the term crescendo joins in through bodily movement
and later the musical symbol be represented
- In more advanced classes, students may use the idea
of notation and improvisation

 The physical movements are not predetermined, but rather are

the spontaneous products of each other
Therefore great differences are usually seen in the responses of
a group of students to the same music
Example---- From Dalcroze book, 1 (one) rhythmic exercises are
cited to give a clearer idea of the type of activity that take
place in the classes:

 FOLLOWING the MUSIC, EXPRESSING TEMPO and TONE

QUALITY
The teacher at the piano improvises music to which students march
in a circle, stepping their feet on the beat
Quarter notes/quaver are indicated normally by normal walk;
Eighth notes running steps ;
Half note/minim by a step;
The teacher varies the expression of playing by perhaps increase
or decrease the intensity of tone, play slower or faster making the
students follow the variety created to make the students produce
patterns or structures

2) Solfege (fixed-do)
Helps develop ear-training and sight-singing skills.
Familiar pitch are often used but do is always C and di is
always C# and so on (Fix do)
Dalcroze thought that solfege singing develops the ability to
listen and remember tonal patterns
Singing and hand positions for designating the level of pitches
of the scale are used in learning solfege, and these activities
precede experience with notation

 Much emphasis in placed on inner hearing the ability to

imagine music in the mind
Singing engages inner hearing. You cannot sing without first
hearing a sound in your head you can reproduce a sound on
an instrument without inner hearing.
Singing is available to everyone. Vocal exercise such as singing
one part and signing the other encourages harmonic hearing.
Students in Dalcroze classes sing intervals and songs with
syllables
Some of the measures in the song are sung aloud, and some
other are sung silently in the mind

 A melody would be placed on the blackboard with some empty

measures which the student would be expected to fill in,
improvising, as he sang the melody for the first time

 Another exercise involved writing a melody on the blackboard

and as the students sang through it, each phrase was erased
upon completion of the initial singing. A student will be asked to
sing the entire melody by memory

 The inner hearing is one of the important features of Dalcroze music method.
Carefully listens to a pitch, sings inside and comprehends the tone in ones mind
without singing out loud can both enhance childrens perception of music tone
and stimulate childrens sensitivity to a pitch (Mead, 1986).
This research also included the inner hearing as part of the training and
experiment. The second selection of recorded music was the well-known childrens
nursery song, Twinkle, Twinkle, Little Star to asses the training of inner hearing
for this part of the experiment.
The students were required to remain silent whenever the la and sol notes
appeared in the song. Students were next engaged in singing the complete song,
Twinkle, Twinkle, Little Star, along with body movement, such as clapping, and
snapping on the 2nd and 3rd beat of the music (Figure 1).
The purpose of this activity is not only to help students sing the pitches of the 2nd
and 3rd beat in silently in their won minds, but also to develop a concrete
understanding of what the exact pitches were after all the 2nd and 3rd beats in
the song; and the exercise can also train students to clap and snap on the correct
beat and so improve students ability to interact with other student

3) Improvisation
Is the 3rd branch of Dalcroze
He believes that each student should have the experience of
expressing his or her own musical ideas.
Improvisation begins on percussion instruments, or with the voice

 Example a child will be given one measure to which he or she

improvises a response, all the while maintaining the basic beat. Spoken
commands or signals are given while the improvisation is going on. This
practice trains the children to listen more carefully and encourages
development skills.
When a student is executing a rhythmic pattern with the feet,
they may be asked to do a contrasting pattern with the arms.
*** When students successfully improvised with their voices and on
percussion instruments, they begin to improvise with piano. (improvising
using piano are stress for advanced students and teachers)

 https://www.youtube.com/watch?v=UWif5Xss_Ec
(circle doing movements and changing on specific patterns)
https://www.youtube.com/watch?v=usJ8_Lq-lDY
( jumping only on 4th beat with the tempo by the pianist)
https://www.youtube.com/watch?v=zsROX7pQdZM
(walk and stop (to clap) when the music stops; continue to walk when the
music starts back)
https://www.youtube.com/watch?v=wEyyeoc_t-U
https://www.youtube.com/watch?v=RXB67nHnty0

 1) use drum to beat student moves according to the rhythm

they heard
2) play on the piano quaver (do re mi fa so fa mi re do ) LH
1 note RH chords (root position)
3) use BALL (work in pair) throw the ball to your partner and
make sound with MOVEMENTS n SOUNDS
4) exploring things using music and do movements with the
things given (hula hoops, balls, skipping rope, scarfs and etc)