Dalcroze Eurhythmics Dalcroze for Children Teaching Uncategorized

7-9 Dalcroze: 1/24/17

Here are this week’s activities:

  • Make a straight line with one hand and a circle with the other.
    • Not easy for anyone to do, and most were not able to accomplish this. However, it allowed us to become acclimated to our temporary room which contained a large wall mirrored wall. I allowed them to look at themselves for a while, and then announced, “There actually is no mirror here,” hoping to discourage them from being distracted by it. It mostly worked!
  • Association: quarter note=walk; eight notes=stop and clap
    • I played very simply on a drum, and asked a student to play. This is the first time students have played for a movement exercise. I was surprised at how carefully they played and listened to each other, though it was challenging to sustain interest by the time we got to the last student. I participated with the movers.
  • Same game, but I played on the piano, using the low register for the feet, and the upper register for the hands.
    • I stuck to the rhythmic structure I had set up, but gradually moved it into a dissociation: the feet stepped quarter notes and the hands clapped eighth notes. Many were successful. For some this is challenging.
  • Ah Poor Bird
    • I transitioned into this simple but beautiful little round which some already knew. I put them into ‘nests’ and asked one to ‘fly’ into another’s nest and land right at the end of the song.
  • Ice Skating
    • By special request, we repeated this from last week. This time, I played for it and asked them to develop a trick or series of movements that they could demonstrate. Each took a turn. They moved with abandon!
  • 1-3-5
    • As they relaxed on the floor, I began to lead them in associations with 1, 3 and 5 of the scale (showing what they hear with arms, legs, fingers as they liked). I slowly introduced the Haydn to see who might recognize it. Some did. We then used tone bars to invent phrases using 1-5 of the scale. We then played and sang phrases using tone bars of 1-5 of the C major scale. Some sang with numbers, with varying degrees of accuracy. I chose not to correct, but to just let them experiment without feeling like they had to ‘get it right’. There will be plenty of time for that!

By Michael Joviala

Michael Joviala is a musician and educator who lives and works in New York City, NY.

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