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.
| Identifer | oai:union.ndltd.org:ADTP/245353 |
| Date | January 1984 |
| Creators | Giddens, Micheal John |
| Source Sets | Australiasian Digital Theses Program |
| Language | English |
| Detected Language | English |
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