Dalcroze Society of America 2014, August 9).

Dalcroze eurhythmics with Lisa

Parker [Video File].

https://www.youtube.com/watch?v=wEyyeoc_t-U

Frego, R, J. D. (n.d.). The approach of Emily Jacques-Dalcroze [blog post]. On the

Alliance for Active Music Making.

1) Who was Émile Jaques-Dalcroze and why did he create "rythmique" (his method)?

- His method was originally intended for conservatory students, although it now
contributes to the training of musicians, dancers and actors, and is even used in
therapeutic applications.
- Helps students to learn major aspects of music (for example, downbeat and
rhythms) and notation through movement. Students must listen closely to
achieve the goals set by the instructor, and display their knowledge in their body.

2) What is "rythmique" (often called "Dalcroze Method") and what are the key
components of it? What are the aims, learning processes, and activities often
associated with Dalcroze rythmique?
 - Some key components of “rythmique” include the importance of sensitivity and
expression through movement, sound, thought, feeling and creativity. It also
allows participants to recall physical, aural and visual images of music in the
mind. Participants use Solfege, improvisation, and purposeful movement in
order to show musicality and enhance their understanding. The last two
components include music being experienced in various ways, including speech,
gesture and movement, and that people learn music the best when it includes
multiple senses. This means music should be taught using tactile, kinesthetic,
aural and visual senses.

3) What are some of the practical uses of Dalcroze rythmique (your thoughts included)?
 - The first practical use I think of in terms of using the Dalcroze rythmique method
is in music education, specifically teaching students different aspects of the
music, including the downbeat, rhythms, and dynamics. Also, this method can be
used to help students to relate and connect to music.
- Another use of the Dalcroze Rythmique can be in Music Therapy. Although these
examples may not look the same in terms of goals, this method can be used in
music therapy to help clients to react to music physically or help to convey
emotions, instead of learn and assess musical knowledge and listening
capabilities.

4) What are some of the advantages and challenges (your thoughts included)?
- While reading the article and watching the video, I could easily see many
advantages to using this method. For one, students are actively engaged, using
movement to portray what they are thinking and essentially learning. The method
also allows students to look at one another to “cheat”, although if they are
unsure, looking towards their peers is sometimes the best thing one can do to
learn. One challenge for a participant may be physical, in which the lessons that
were in the video would not be inclusive to someone with a physical disability. As
a facilitator, choosing activities for the participants, or learners, to feel or act out
may be difficult to decide. For example, in the video the woman teaching used
tennis, and a bowling alley for visual cues for her class. Although her students
had seemingly similar backgrounds, this may not help younger students, or
students who have not experienced these sports.