• Patterns with 4 beats and 1 rest: Inhibition Game

    Step and clap the patterns that you hear. At the signal “hands”, stop the hands and move only the feet. When you hear “hands” again, restart the hands. Same with “feet”. Having trouble following? Use the piano: the left hand is associated with your feet, the right hand with your hands. This is known as […]

  • Changing meter: Reaction game

    This is the first of a series of posts for adults interesting in practicing eurhythmics on their own. The following is a known as “Reaction Game” in Dalcroze parlance. In a reaction game, a signal (auditory (musical or non-musical), visual, verbal or tactile) tells the participants what to do to explore a given musical subject. […]

  • 7-9 Year-old Dalcroze: April

    Life caught up with me in April, so this is the first update for class activities in over a month. Here is a brief list of some of the things we have explored and games we have played over the past several weeks: Toss the bean bag on the high note. Kids hear melodic patterns in […]

  • 7-9 Year-old Dalcroze, 4/4/17

    This week’s activities: We first reviewed the notation and language for some basic rhythms for compound (ternary) meter: dotted quarters, 3 eighth notes, quarter-eighth. I put the symbols on the board, and asked one student to stand in front of the one he/she wanted to hear and see moved. After this quick reaction game, I […]

  • 7-9 year-old Dalcroze: 3/28/17

    Here’s what we did: Tempo and dynamics Follow ( 2 dotted quarters, 3 eighths, 1 dotted quarter) In this classic Dalcroze exercise, the class moves a pattern through a variety of tempo and dynamics changes. The three eighths required us to develop some technique, as the students found it difficult to run for three and […]

  • 7-9 year-old Dalcroze: 3/21/17

    What can you do with 4 spots? The question is quite open, but the kids took it in the spirit intended (uses were restricted to ways to arrange and move through them). Here are some of the ways they discovered, and questions they explored: arrange in square, step only on the spots what’s the difference […]

  • 7-9 Year-old Dalcroze: 3/6/17

    This was another very unusual class. The story from the previous week was very strong in their minds, and they desperately wanted to continue it. That kind of intense student engagement is very hard for me to resist, so I relented, not having the least idea about where it would turn out. To further complicate […]

  • 7-9 year-old Dalcroze: 2/28/17

    This was an unusual class in many ways. The girls’ love for dramatic story telling prompted almost an entire class devoted to the development, rehearsal and enactment of one story. The class loosely followed some goals I had already set up, which was to work with 3 different rhythm patterns that are found in the […]

  • Dalcroze: 7-9-Year-olds, 2/14/17

    Here’s what we did: Statue tag All students make a statue. One moves as long as she likes. When she stops, she makes the shape of one of the statues. That statue is free to move. This game is more fun when whoever is making someone else’s shape does not make their shape directly in […]

  • Dalcroze: 7-9-Year-olds, 2/7/14

    Back to my own observations… enjoy!   Statue tag All students make a statue. One moves as long as she likes. When she stops, she makes the shape of one of the statues. That statue is free to move. This game is more fun when whoever is making someone else’s shape does not make their […]

Writing about music and music education from a Dalcroze perspective: