{"id":480,"date":"2017-02-14T21:42:50","date_gmt":"2017-02-15T02:42:50","guid":{"rendered":"http:\/\/joviala.com\/jovialaworks\/?p=480"},"modified":"2026-03-31T14:59:00","modified_gmt":"2026-03-31T18:59:00","slug":"7-9-year-old-dalcroze-13117","status":"publish","type":"post","link":"https:\/\/joviala.com\/jovialaworks\/7-9-year-old-dalcroze-13117\/","title":{"rendered":"7-9 Year-old Dalcroze: 1\/31\/17"},"content":{"rendered":"
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This week, a guest poster: Laca Tines. She is a student in our methods class (you may have seen her observing), and a wonderful early childhood music teacher herself. As part of our class, she was asked to write an observation report. I thought hers was keenly observed, and asked for her permission to post it. It is always interesting to see our work through other’s eyes. Thanks, Laca!<\/p>\n

Laca Tines
\nDalcroze Observation\/1-31-17 Instructor: Michael Joviala 7-9 year-olds<\/p>\n

ACTIVITY: Story\/Fairies and Elves, Phase 1: individual movement
\nT placed scarves on the floor around the room. Each student had a turn to move around the room in any way she chose and then navigate the scarves by jumping over them, walking around them, etc.
\nT accompanied each child\u2019s movement on piano.
\nResponse: Most children chose to skip around the room and then jump over each scarf. (One student did choose to walk for a bit before skipping\u2013an interesting choice which she seemed to make quite deliberately.) Students were very engaged and eager to see what was next. Purpose: locomotor exploration\/improvisation, navigatng space\/energy<\/p>\n

ACTIVITY: Story\/Fairies and Elves, Phase 2: group movement, listening for cues
\nAll students were to move around the room and jump over the scarf \u201choles\u201d when they heard the musical cue. T, at piano, played predictable pattern and students successfully leapt at the appropriate time. T then added some variations, such as asking students to jump only when eighth notes were played.
\nResponse: Most students were successful. All were very engaged.
\nPurpose: listening, anIcipaIng paQern\/phrase length, recognizing duraIon (as when listening for eighth notes), navigaIng space\/energy<\/p>\n

TRANSITION: In the spirt of the story, \u201cfairies and elves\u201d were asked to find a scarf to fluQer as they fell asleep to the song
\nT: played \u201cAh, Poor Bird\u201d on piano.
\nResponse: Students quickly recognized the tune and naturally began to quietly sing.<\/p>\n

Purpose: (re)introduce the song, give students a chance to relax\/shiV gears<\/p>\n

ACTIVITY: Fairies\/Elves, Phase 3: Which notes are longer?
\nT played \u201cAh, Poor Bird\u201d on piano and asked students to hold scarves, travel around the room, and toss\/catch their scarves on the longer notes. Students were then asked to jog the underlying eighth notes\/walk the quarter notes\/walk the half notes, while still tossing their scarves on the long notes.
\nResponse: Students were successful in recognizing\/showing the longer notes, but not always able to step the duraIons.
\nPurpose: recognizing duraIon, awareness of phrase length and form, experiencing mood of song
\nNote: It seemed that children were not dis3nguishing the difference between measure 3 and the other measures (not realizing it did not end in a half note). I was curious about this, but am not certain I am remembering the rhythm correctly. Perhaps, there was just no need to make it an issue.<\/p>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n

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TRANSITION: Fairies\/Elves arrive home. All rest on ground. Purpose: relax and refocus<\/p>\n

ACTIVITY: Game, 1-3-5 recogniIon
\nAs an introducIon to the acIvity, T placed three papers on the floor (each in a different area of the room), while singing a neutral syllable paQern on scale degree 1, then on 5. Students were then asked to listen to piano and move to appropriate area of the room, based on what they heard. Pitches were further solidified by holding scarves low\/high accordingly.
\nResponse: Students were engaged and, for the most part, accurate. A bit of aQenIon was paid to 1 and 5 first, before adding 3 (which was maybe removed??). T was able to add 1 an octave above, and draw aQenIon to the \u201chigh\u201d and \u201clow\u201d 1.
\nPurpose: recognize scale degree, physicalize the difference between the pitches (high\/low\/ middle).<\/p>\n

ACTIVITY: Sing What I Show
\nT indicated scale degree by holding up finger(s) and asked students to sing appropriate number. T then sang a simple song (unknown to me, but familiar to the class), on numbers, while sIll indicaIng scale degree with fingers.
\nA few students then had a chance to lead the group (holding up fingers) in a short improvised pattern
\nResponse: Students were asked to use scale degrees 1 and 5. Right away, the second student added 3 as well. Overall, the students seemed very comfortable and demonstrated a solid sense of the scale degrees.
\nPurpose: scale degree, improvisaIon, leading\/ownership<\/p>\n

ACTIVITY: Drawing and Playing Shapes
\nTo demonstrate, T drew a shape made up of 4 (I believe) lines, then arranged 4 tone bars in that same shape and played the tone bars according to the drawing. Students then each drew their own shape and shared it with the group. T arranged and played tone bars according to each student\u2019s drawing\/direcIons. Students then sang back each paQern, as T indicated with hand movements the pitch direcIon.
\nResponse: Students were very interested, took great care in drawing and explaining their shapes, and sang each other\u2019s patterns successfully.
\nPurpose: space exploration, improvisation, leading\/ownership, pitch<\/p>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n","protected":false},"excerpt":{"rendered":"

This week, a guest poster: Laca Tines. She is a student in our methods class (you may have seen her observing), and a wonderful early childhood music teacher herself. As part of our class, she was asked to write an observation report. I thought hers was keenly observed, and asked for her permission to post […]<\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_coblocks_attr":"","_coblocks_dimensions":"","_coblocks_responsive_height":"","_coblocks_accordion_ie_support":"","jetpack_post_was_ever_published":false,"_jetpack_newsletter_access":"","_jetpack_dont_email_post_to_subs":false,"_jetpack_newsletter_tier_id":0,"_jetpack_memberships_contains_paywalled_content":false,"_jetpack_memberships_contains_paid_content":false,"footnotes":""},"categories":[128],"tags":[93,113,120],"class_list":["post-480","post","type-post","status-publish","format-standard","hentry","category-dalcroze-reference","tag-1st-2nd-grade","tag-children","tag-single-class-documentation"],"jetpack_featured_media_url":"","jetpack_shortlink":"https:\/\/wp.me\/p9ohMj-7K","jetpack-related-posts":[{"id":455,"url":"https:\/\/joviala.com\/jovialaworks\/7-9-year-olds-september\/","url_meta":{"origin":480,"position":0},"title":"7-9 Year-Olds: September","author":"Michael Joviala","date":"September 21, 2016","format":false,"excerpt":"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 \u2013 even for adult Dalcroze students \u2013 to be able\u2026","rel":"","context":"In "Dalcroze Reference"","block_context":{"text":"Dalcroze Reference","link":"https:\/\/joviala.com\/jovialaworks\/category\/dalcroze-reference\/"},"img":{"alt_text":"","src":"","width":0,"height":0},"classes":[]},{"id":529,"url":"https:\/\/joviala.com\/jovialaworks\/7-9-year-old-dalcroze-april\/","url_meta":{"origin":480,"position":1},"title":"7-9 Year-old Dalcroze: April","author":"Michael Joviala","date":"May 29, 2017","format":false,"excerpt":"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\u00a0of 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.\u2026","rel":"","context":"In "Dalcroze Reference"","block_context":{"text":"Dalcroze Reference","link":"https:\/\/joviala.com\/jovialaworks\/category\/dalcroze-reference\/"},"img":{"alt_text":"","src":"","width":0,"height":0},"classes":[]},{"id":510,"url":"https:\/\/joviala.com\/jovialaworks\/7-9-year-old-dalcroze-4417\/","url_meta":{"origin":480,"position":2},"title":"7-9 Year-old Dalcroze, 4\/4\/17","author":"Michael Joviala","date":"April 24, 2017","format":false,"excerpt":"This week\u2019s 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\u2026","rel":"","context":"In "Dalcroze Reference"","block_context":{"text":"Dalcroze Reference","link":"https:\/\/joviala.com\/jovialaworks\/category\/dalcroze-reference\/"},"img":{"alt_text":"","src":"","width":0,"height":0},"classes":[]},{"id":503,"url":"https:\/\/joviala.com\/jovialaworks\/7-9-year-old-dalcroze-32117\/","url_meta":{"origin":480,"position":3},"title":"7-9 year-old Dalcroze: 3\/21\/17","author":"Michael Joviala","date":"March 31, 2017","format":false,"excerpt":"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\u2026","rel":"","context":"In "Dalcroze Reference"","block_context":{"text":"Dalcroze Reference","link":"https:\/\/joviala.com\/jovialaworks\/category\/dalcroze-reference\/"},"img":{"alt_text":"","src":"","width":0,"height":0},"classes":[]},{"id":488,"url":"https:\/\/joviala.com\/jovialaworks\/7-9-year-old-dalcroze-22817\/","url_meta":{"origin":480,"position":4},"title":"7-9 year-old Dalcroze: 2\/28\/17","author":"Michael Joviala","date":"March 8, 2017","format":false,"excerpt":"This was an unusual class in many ways. The girls\u2019 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\u2026","rel":"","context":"In "Dalcroze Reference"","block_context":{"text":"Dalcroze Reference","link":"https:\/\/joviala.com\/jovialaworks\/category\/dalcroze-reference\/"},"img":{"alt_text":"","src":"","width":0,"height":0},"classes":[]},{"id":474,"url":"https:\/\/joviala.com\/jovialaworks\/7-9-dalcroze-11017\/","url_meta":{"origin":480,"position":5},"title":"7-9 Dalcroze: 1\/10\/17","author":"Michael Joviala","date":"January 12, 2017","format":false,"excerpt":"Here is our first class of the New Year: If I move, students are still. When I stop, students move freely. Simple instructions (affectionately known as \u2018opposite day\u2019), but devilishly hard to execute for this age. The urge to mirror is very strong in us. I made my phrases in\u2026","rel":"","context":"In "Dalcroze Reference"","block_context":{"text":"Dalcroze Reference","link":"https:\/\/joviala.com\/jovialaworks\/category\/dalcroze-reference\/"},"img":{"alt_text":"","src":"","width":0,"height":0},"classes":[]}],"jetpack_sharing_enabled":true,"_links":{"self":[{"href":"https:\/\/joviala.com\/jovialaworks\/wp-json\/wp\/v2\/posts\/480","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/joviala.com\/jovialaworks\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/joviala.com\/jovialaworks\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/joviala.com\/jovialaworks\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/joviala.com\/jovialaworks\/wp-json\/wp\/v2\/comments?post=480"}],"version-history":[{"count":1,"href":"https:\/\/joviala.com\/jovialaworks\/wp-json\/wp\/v2\/posts\/480\/revisions"}],"predecessor-version":[{"id":481,"href":"https:\/\/joviala.com\/jovialaworks\/wp-json\/wp\/v2\/posts\/480\/revisions\/481"}],"wp:attachment":[{"href":"https:\/\/joviala.com\/jovialaworks\/wp-json\/wp\/v2\/media?parent=480"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/joviala.com\/jovialaworks\/wp-json\/wp\/v2\/categories?post=480"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/joviala.com\/jovialaworks\/wp-json\/wp\/v2\/tags?post=480"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}