eurhythmics: see eurythmics.

Method of musical training for young children. Eurythmics was developed by Swiss musician Émile Jaques-Dalcroze in the early years of the 20th century. It called for movements of the arms and legs in specific ways in response to changing rhythms and pitches. The initial aim was to encourage a physical response to music in the young, in the hope that it would educate them musically. Very popular in the early 20th century, it has declined in recent decades.

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Eurhythmics (also Rhythmic Gymnastics, Rhythmics) is an approach to music education that was devised by Emile Jaques-Dalcroze. This method utilizes the expression of physical movement and musical rhythms to reinforce the concepts which affect the student’s performance and retention of musical basics.

It is the expression of physical and musical rhythms and the basic laws affecting their performance. Through participation in simple games, exercises and improvisations the students learn to combine music and movement in order to develop rhythmic unity between the eye, ear, mind and body. The definition of eurhythmics can get more complicated, “Of all music teaching methods, the Dalcroze approach is probably the most nebulous to define. That's because it lives in the teachers themselves, not in specific books, songs, or other materials. Specific branches, principles, and strategies form a common thread among Dalcrozians, while teachers may differ greatly in their interests, skills, and teaching styles (Dale, Monica).”

The system grew directly out of Jaques-Dalcroze's experiences as a music theory teacher at the Conservatory in Geneva. He found that his students could not appreciate rules for music without any understanding of the corresponding musical experience. His system encouraged students to feel changes in time, space, and energy that occur in music through discovery through learning.

When eurhythmics was used with solfege (most often used when sight-singing and ear-training) by Dalcroze he found that it sharpened his students’ perception to music and elements of performance (Mead, Virginia Hoge). Dalcroze was also a great improviser. So he often encouraged his students to feel the music he improvised with their whole bodies as well as in singing and playing. This came to be known as the Dalcroze method as known today.

Important Influences on the development of Eurhythmics

Before taking a post teaching theory, Jaques-Dalcroze spent a year as a conductor in Algiers, where he was exposed to a rhythmic complexity that helped influence him to pay special attention to rhythmic aspects of music.

Jaques-Dalcroze also had an important friendship with Édouard Claparède, the renowned psychologist. In particular, this collaboration resulted in Eurhythmics often employing games of change and quick reaction in order to focus attention and increase learning.

Effectiveness of Dalcroze Eurhythmics

Research shows that pre-schooled children (ages 4-6) who are involved with movement programs such as eurhythmics have a better sense of rhythmic movement and a sense of space. A group of 72 pre-school children were tested on their rhythmic ability; half of the children had free-play (35-40 min.) twice a week for a 10-week period while the other half had rhythmic movement classes for the same amount of time. The group that had classes (experimental group) did significantly better than the group that just had free-play (control group). The experiment group scored four or more points better in every area tested than the control group in the final test. This shows that eurhythmic classes can benefit a child’s sense of rhythm (Zachopoulou, Evridiki).

Please note that it is hard to find empirical data on Eurhythmics, never mind compare it, since the styles that teachers use differ greatly.

Teaching Eurhythmics Today

Eurhythmic classes are found all over the world and at every level, and are taught by licensed and certified teachers. It is hard to give an example of curriculum that several teachers would use when teaching eurhythmics. For example some teachers might focus just on teaching eurhythmics while others might combine solfege and improvisation with eurhythmics, as it was initially implemented (Johnson, Monica Dale).

See also

• Eurythmy is an art of articulating movement originated by Marie von Sivers and Rudolf Steiner in the early 20th century. The word derives from Greek roots meaning beautiful or harmonious rhythm.
• Gurdjieff movements a system of movement developed by G. I. Gurdjieff and Jeanne de Salzmann in the early to the late 20th century.

External links

• Dalcroze Society of America
• Dalcroze Council of Australia
• Musikinesis has a few pieces of music by Jaques-Dalcroze that can be freely downloaded in PDF format

References

• Hansen, Kristen S., A Musical Game for Every Age-Group. Teaching Music. Vol. 9 Issue 1. EBSCOhost. UWEC McIntyre Library Eau Claire WI. Dec. 1 2006
• Mead, Virginia Hoge, More than Mere Movement: Dalcroze Eurhythmics. Music Educators Journal Feb 1986 v72 n6 p42-46 ERIC EBSCOhost. UWEC McIntyre Library, Eau Claire, WI. 1 December 2006
• Johnson, Monica Dale, Dalcroze Skills of All Teachers, Music Educators Journal. ERIC. EBSCOhost. UWEC McIntyre Library, Eau Claire, WI 1 December 2006
• Swaiko, Nancy. The Role and Value of a Eurhythmics Program in a Curriculum of Deaf Children. American Annals of the Deaf Jun74 119, 3, 321-4. ERIC. EBSCOhost. UWEC McIntyre Library, Eau Claire, WI. 1 December 2006.
• Zachopoulou, Evridiki, Vassiliki Drri, Dimitris Chatzopoulou, Theordoros Elinoudis. The Application of Orff and Dalcroze Activities in Preschool Children: Do They Affect the Level of Rhythmic Ability? Physical Educator; Spring2003, Vol. 60 Issue 2, p51, 7p. Academic Search Elite. EBSCOhost, UWEC McIntyre Library, Eau Claire WI 1 December 2006