Category: Teaching

  • 7-9 Year-Olds: September

    Welcome parents and family members of the new Dalcroze class for 7 to 9-year-olds at the Lucy Moses School. I am pleased we were able to expand our program to include older children this year! Because it is sometimes difficult – even for adult Dalcroze students – to be able to articulate just what happened […]

  • A Class for 5-6 Year-olds

    So many things can happen over the course of a Dalcroze semester that you can often get a better idea of what a class has been doing by simply describing a single class in detail. Here’s a description of a recent class of exceptional 5-6 year-old girls that I am fortunate enough to see every week. […]

  • Infrequently Asked Questions About Early Childhood Dalcroze Classes

    Aside from one or two perennials, I don’t get asked too many questions during my Dalcroze classes for young children. With busy toddlers demanding attention, there just isn’t a lot of time for chatting. (There are one or two questions I am commonly asked. See if you can guess what they are – I’ll include […]

  • Drawing Music

    For the past few weeks, you may have noticed your children leaving the classes clutching drawings. In the spring of the year, I usually begin to focus the children’s attention on ways that musical events and phenomenon can be visually represented. However, the longer I teach, the more I find myself delaying the introduction of […]

  • Leading and Following, Up and Down

    Over the past few weeks the 4-5 year-old classes have been exploring several different aspects of musical experience that I have written about previously. Now that they are getting used to working together as part of a group, I like to give them opportunities to lead and follow. Recently gingerbread men and women have lead […]

  • Is my child gifted?

      There is one comment that I often hear from parents that still catches me off guard: “He really responds to music!” The sentiment is usually expressed with a mix of surprise and awe, but seeing children respond to music with delight, enthusiasm, passion, abandon, inventiveness and curiosity would likely surprise few teachers of young […]

  • A Basic Structure for 4-5 year-old Dalcroze Classes

    Hello Lucy Moses Summer Intensive 2013 participants, and anyone else interested teaching music to young children! As requested, here is an outline of the structure I use for my classes for young children. Though I do follow this basic plan for most of my classes, this represents only what works for me – there are […]

  • Leading and Following

    Because music is often a social activity, the Dalcroze classroom is a great opportunity for kids to experiment with roles that will also be important for them as they move through life. Over the past several months, I have become interested in giving them experiences of leading, following, working with a partner and being a […]

  • Phrasing

    A phrase can perhaps be best described as a musical sentence. Phrases can be long, extending over many bars of music, or short, lasting only a few beats. And just like a spoken sentence, phrases are often separated by a breath, or at least a feeling of a breath. The ends of musical phrases can […]

  • Register And Scale

    Translating musical phenomena into verbal language can be tricky. Most adults are familiar with the use of the words high and low as applied to musical pitch. Specifically, these words refer to the frequency of the musical tone. Higher tones have a more frequent wavelength than lower tones. When physicalizing these concepts, we take advantage […]