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Zur Methode Jaques-Dalcroze : die rhythmische Gymnastik als musikpädagogisches System : Wege und Möglichkeiten der plastischen Darstellung von Musik durch den menschlichen Körper /Gobbert, Joachim, January 1998 (has links)
Texte remanié de: Diss.--Frankfurt am Main, 1995. / Bibliogr. p. 487-497.
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Denton J. Snider a critical study /Huenemann, Calvin Victor, January 1953 (has links)
Thesis (Ph. D.)--University of Wisconsin--Madison, 1953. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Bibliography: leaves 274-281.
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Als Bewegung sichtbare Musik zur Entwicklung und Ästhetik der Methode Jaques-Dalcroze in Deutschland als musikpädagogische KonzeptionZwiener, Daniel January 2008 (has links)
Zugl.: Berlin, Univ. der Künste, Diss., 2008
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Reinventing the politics of deconstruction : translation, transformation and resistanceThomas, Michael January 1998 (has links)
No description available.
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Identity development of people with learning difficulties through the recognition of workMacDonald, Ian January 1990 (has links)
This thesis examines the development of identity of people with learning difficulties. It concentrates on an aspect which has hitherto not received significant attention, that is the importance of recognition of work in the developmental process. In order to do this the thesis defines work in a particular way, based on the work of E Jaques. It defines work in terms of the decision making process which leads to an external transformation of the world. It is the recognition of this transformation by another person which affirms the actor and enhances a sense of self. For this recognition to be effective, i.e. help in the development of identity, the thesis argues that it is critical to understand the way in which a person constructs their world and links intention with action. A general model is offered to describe this process whereby the person moves from a subjective construction of the world (a world of subjective discontinuity) to one which can be understood by others (interactive discontinuity). Although the model can be applied generally the thesis examines problems faced by people with learning difficulties due to their relatively limited intellectual ability, communication skills and not least the particular social context in which many have lived, i.e. institutional care. The thesis begins by examining the problem of the appropriate social role for such people given the current intention to allow each person to develop to their full potential. This involves a discussion of social policy leading to a consideration of institutionalisation and its alternatives. Then the model of identity development is presented in terms both general and specific to people with learning difficulties. In the context of methods of assessment a particular form of assessment, The Chart of Initiative and Independence, is considered in the light of the main thesis of identity development. Its subsequent use is then analysed and compared with other approaches in different settings. The thesis concludes by appreciating the limitations of both the model of identity development and the C.I.I, and considering complementary approaches whilst underlining the significance of recognition of work in any setting.
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Verktyg för sceniskt arbete? Konstnärligt skapande med rytmik enligt Jaques-DalcrozeVileika, Nandi January 2008 (has links)
Examensarbete 15 hp. Musiklärarexamen
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Conscripting organisms : an ethnography of boundaries. Audiences and reflexivity in academic and consultancy workDodd, Joanna January 1994 (has links)
This thesis investigates the use of houndedness. claims for credibility and the exploitation o\' reflexive accounting within know ledge w ork. The current literature t'rom the sociology of scientific knowledge is used to contextualize this investigation, which constructs the thesis' central problem as a concern with the way boundary maintaining and boundary breaking activities contribute to the distribution of science and technology into its wider context. Two distinct and apparentK contrasting knowledge cultures are used to explore this problem; the social studies of technology (SST-1) is constituted as an academic knowledge culture and stratified systems theory (SST-2) is constituted as a consultancy culture. Ethnographic investigation and a variety of textual forms are used to address each of these cultures and the relationship between them. The constituted distinction is used as a further resource for investigating the problem. Chapters one to three provide the "introduction', 'aims' and "methodology' and exemplify boundedness, credibility and reflexivity in the culture of SST-1. Chapters four to six provide the "data' chapters of the thesis and exemplify boundedness, credibility and reflexivity in the culture of SST-2. This investigation identifies the concepts of unlocatability. conscription of members at the margins, and flexible and locked boundedness as key features of SST-2. In the final chapter, this thesis claims the apparent contrast between SST-1 and SST-2 is unsustainable as they can both be constructed as "working" via the variable 'incorporation' of "entities' (people, roles, locations, artefacts, ideas) into "conscripting organisms'. However, the boundaries constructed for the production of this thesis allow us to establish SST-1 and SST-2 as similar in using conscription and distinct in the focus of conscription. SST-1 is constituted as conscripting at the core and SST-2 is constituted as conscripting at the margins.
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Freedom through rhythm: the eurhythmics of Emile Jacques-DalcrozeGiddens, Micheal John January 1984 (has links) (PDF)
The system of music education devised by Emile Jacques-Dalcroze is based on an interrelated programme which includes solfege, rhythmic movement, plastique and improvisation. Although Dalcroze wrote numerous articles discussing his methods, he failed to provide a comprehensive account of his approach to the music-learning experience. Consequently this thesis aims, by a critical survey and analysis of Dalcroze’s writings, to provide an insight into the meanings and objectives of Dalcroze Eurhythmics. In addition, this investigation will seek to reveal that Dalcroze’s teaching received direction both from a multitude of influences and his extraordinary pre-occupation with rhythm. As a music teacher, Dalcroze had endeavoured to heighten the rhythmic sensitivity of his pupils by the use of kinesthetic exercises. As an humanitarian, Dalcroze’s research into rhythmic manifestations led him to propose rhythm as a dominating force effecting the future welfare of humankind. An understanding of this theory, despite its grandiose tone, is especially relevant to achieving a fuller comprehension of Dalcroze’s musical studies.
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An investigation of presidential elections using Jaques' construct of mental complexity /Brause, Alison, January 2000 (has links)
Thesis (Ph. D.)--University of Texas at Austin, 2000. / Vita. Includes bibliographical references (leaves 100-128). Available also in a digital version from Dissertation Abstracts.
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The writings of Emile Jaques-Dalcroze : toward a theory for the performance of musical rhythm /Moore, Stephen Fred, January 2005 (has links)
Diss.--Philosophie--Bloomington (Ind.)--the school of music, Indiana Univ., 1992. / Bibliogr. p. 253-257.
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