Session Information
20 SES 03 A, Music Education and Intercultural Education
Paper Session
Contribution
Dalcroze eurhythmics in the infantile stage, gives music a double role: that of content, in the form of musical education, and that of means. As means is an interpretative model which arouses conduct and concrete corporal actions in the child, being a powerful incentive to react. The afore mentioned reaction implies an impulse in the acquisition of basic abilities, among which find themselves correctly managing emotions and body, therefore activating the motor development and enabling perception and auditory comprehension. Called “corporal music” by Jaques-Dalcroze (1916, p.8), it is not a special type of music, it simply translates itself corporally with ease, it is art and indicated though its own educative purposes -perceptive and corporal-.
The Baremboim-Said Foundation agrees with this approach. As it brings children aged 3 to closer to music, in order to contribute to one’s education, an education because of and for the music thanks to the Children’s Musical education Project which covers multicultural educative context and less fortunate ones. Always with the intention to advance, improve and innovate –within the project- this educational investigator is being carried out. With the intention to introduce qualitative improvements in the implementation of the programmes, the necessity to open the teacher’s admiration towards the search in as much the suitability of the learning activity as the choice of music which will accompany or lead it has been detected. This demand resulted in an impulse to develop and elaborate a programme, where one could reflect clearly this anxiety or method, and therefore evaluate this initial developing and final impact regarding its implementation to the emotional state of a child of five years, as the connection of the project would finalize at this age. As for this, the primary objective of the said investigation was:
-Evaluate the implementation of a rhythmic programme within a population of children, specifically the technique in practice of some procedures based on the use of “corporal music” as an educational conduct.
In the programme, the power of a rich sound environment was specified which would lead the perception and interpretation and therefore musical learning, and the management of emotions, the power of varied interpretative corporal experiences which started from the spontaneity of the child and the adaptation which cause the maestro to observe. As one understands that a teacher who observes, knows and values children’s interpretations (Capdevila, 2008) will be able to appreciate them and stimulate them, bringing along a help, which with time, will make them richer, more significant and organized. One should also understand that in the Dalcroze eurhythmics, this aid must be the music. Music, as inspiration and corporal channeling (Bachmann, 1984), exerts different incentives over the students.
Method
Expected Outcomes
References
Bachmann, M.L. (1998) La rítmica Jaques-Dalcroze. Una educación por y para la música. Madrid:Pirámide Bisquerra, R (2009) Psicopedagogía de las emociones. Madrid: Síntesis Jaques-Dalcroze (1916) A batons rompus. Le rythme nº1. Gèneve (p.3-17)
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