Music and Movement: Dalcroze Eurhythmics

MUSIC AND M O V E M E N T: DALCROZE EURHYTHMICS MAJOR METHODOLOGIES IN MUSIC E D U C AT I O N : Orff Dalcroze Kodaly Schulwer Eurhythm method k ics Suzuki Method EMILE JAQUES-DALCROZE * Earl...

MUSIC AND M O V E M E N T: DALCROZE EURHYTHMICS MAJOR METHODOLOGIES IN MUSIC E D U C AT I O N : Orff Dalcroze Kodaly Schulwer Eurhythm method k ics Suzuki Method EMILE JAQUES-DALCROZE * Early 20th century music educator * Teaches concepts of rhythm, structure and musical expression using movement * Focuses on allowing the student to gain physical awareness and experience through movement F U N D A M E N TA L P R I N C I P L E / To listen to and appreciate music using both body and mind T H R E E ATT R I B U T E S O F S U C C E S S F U L E U R H T Y H MI C S LESSONS/ 1. Enjoyment of rhythmics movement 2. The ability to hear and express music in movement 3. the freedom to improvise and develop own ideas  FOR YOUNGER STUDENTS Eurhythmics E.g. musical imitate play storytelling FOR PRE-SCHOOL CHILDREN Correlates types of notes with familiar movement, e.g. the crotchet as a “walking note” This Photo by Unknown Author is licensed under CC BY-NC-ND ASPECTS OF RHYTHMIC CURRICULUM/ * Vocabulary – note names * Movement – e.g. walk, run, gallop Meter and syncopation– time This Photo by Unknown Author is licensed under CC BY-SA-NC signatures, pulses WHY RHYTHMS IN T H E E L E M E N TA R E CURRICULUM? 1. Rhythmic movement is natural and necessary for a child’s growth. 2. Rhythmic movement is a means of intensifying emotional experiences and communicating certain ideas that cannot be expressed in words. 3.Rhythmic movement may act as a therapeutic agent, especially to release tension. O T H E R A D VA N TA G E S O F R H Y T H M I C M O V E M E N T: DEVELOPING AWARENESS OF: Form, balance, design and patterns in speech, literature and music Number concepts, counting, grouping, repeating This Photo by Unknown Author is licensed under CC BY-NC-ND P H Y S I C A L A D VA N TA G E S O F E U R H Y T H M I C S / Bodily control and safe locomotion; awareness of the speed of self and things ability to move with other people, to lead or the follow S T U DY O F M OV E M E N T LO CO MO TO R -MOVIN G FROM ONE PLACE TO ANOTHER Walk Run Jump Hop Leap Slide Gallop This Photo by Unknown Author is licensed under CC B NON-LOCOMOTOR MOVEMENT Bend Rock Stretch Swing Sway Combination movements Turn Twist Spiral This Photo by Unknown Author is licensed under CC BY-NC-ND EXAMPLES Walk along naturally. Now stamp along Pat your desk as though it were a wet puppy. Now rap your desk with your palms to get attention. There is a rainbow in the sky. Draw it in the air with your hands and arms.  1. Sustained – ongoing at the same speed THREE 2. Percussive – DIFFERENT QUALITIES OF short, swift spurts MOVEMENT of energy 3. Lyrical – smooth motion(legato)  Interesting sound patterns BODY SOUNDS/ can be made LIGGAAMSKLANKE with feet, hands, fingers, face and other body parts E X E RC I S E Have the children make the flowing sounds, first in unison, then in canon form, with five groups of children, each group in succession making each of the sounds six times: ta ta ta-te ta ta-a-a-a 1. Swish (palms) 2. Slap (forearms) 3. Clap (palms) 4. Snap (fingers) 5. Pop (Open mouth) SAMPLE ACTIVITIES (AGES 3-6) Warm-up activities. The students isolate and shake each part, each one accompanied by music Notes: Students learn about musical notation through associated movements e.g. crotchets walk Storytelling: The teacher invents a story or uses a familiar story to incorporate occurring rhythms Ball games: Students pass a ball around in different ways, exploring rhythms of note values Games with sticks: Students jump across a series of sticks to imitate scales for example Drum activities AGES 7+ * Swings: children use prescribed swaying movement to imitate rhtyhms Rhythmic dictation: Teacher plays rhythmic pattern. Learners dictate Rhythms: Learners clap or step a predetermined rhythmic pattern. Small group activities. Learners work in small groups to accomplish rhythmic tasks Ball games: Learners pass a ball around in different ways, exploring rhythmic patterns Tempos: Learners move in different and changing tempos. SEVEN + (CONT) Polyrhythms: Two different rhythms to be performed at once, one in hands and one in feet Cross rhythms: Learners produce one even rhythm in the hands against another even rhythm in the feet. Switch after a while Cosmic whole not: Learners listen to a slow pulse (6 beats per minute), and predict when the next pulse sounds by clapping Canon: Learners listen to rhythmic pattern performed by teacher and step this pattern in canon Microbeats: Learners subdivide beats in 3-9 subdivisions