Dalcroze eurhythmics in England : history of an innovation in music & movement education

This study uses historical research, participant observation, direct interview, and practical reconstruction to investigate Dalcroze Eurhythmics as it was introduced in England during the early twentieth century. The Dalcroze method is an oral tradition of music and movement education which originated in the experiments of the Swiss composer Emile Jaques-Dalcroze (1865-1950). Convinced that the development of musicianship must involve harmonization of mind and body, he tried exercises of walking, breathing, and beating time to help his conservatory students respond more spontaneously and accurately. From these beginnings in Geneva around 1900 he went on to pursue improvisation as a way of creating music and expressive movement. While teaching in Germany from 1910 to 1914 at the new professional training college built for him at Hellerau, near Dresden, he met a number of educationists who wanted to promote this work in England. Among them were Percy and Ethel Ingham, who founded the London School of Dalcroze Eurhythmics in 1913. The London School trained the women who spread Dalcroze teaching widely during the years before World War 11 in public and private education, particularly in progressive schools. Challenged by the London School's cloSing in 1963 and by alternative approaches to music and movement education, Dalcrozians in the second half of the century have taken new initiatives in classroom music, professional training, therapy, and research

Dalcroze Eurhythmics in England: History of an Innovation in Music and Movement Education.

This study uses historical research, participant observation, direct interview, and practical reconstruction to investigate Dalcroze Eurhythmics as it was introduced in England during the early twentieth century. The Dalcroze method is an oral tradition of music and movement education which originated in the experiments of the Swiss composer Emile Jaques-Dalcroze (1865-1950). Convinced that the development of musicianship must involve harmonization of mind and body, he tried exercises of walking, breathing, and beating time to help his conservatory students respond more spontaneously and accurately. From these beginnings in Geneva around 1900 he went on to pursue improvisation as a way of creating music and expressive movement. While teaching in Germany from 1910 to 1914 at the new professional training college built for him at Hellerau, near Dresden, he met a number of educationists who wanted to promote this work in England. Among them were Percy and Ethel Ingham, who founded the London School of Dalcroze Eurhythmics in 1913. The London School trained the women who spread Dalcroze teaching widely during the years before World War II in public and private education, particularly in progressive schools. Challenged by the London School’s closing in 1963 and by alternative approaches to music and movement education, Dalcrozians in the second half of the century have taken new initiatives in classroom music, professional training, therapy, and research

Dalcroze eurhythmics in England : history of an innovation in music & movement education

This study uses historical research, participant observation, direct interview, and practical reconstruction to investigate Dalcroze Eurhythmics as it was introduced in England during the early twentieth century. The Dalcroze method is an oral tradition of music and movement education which originated in the experiments of the Swiss composer Emile Jaques-Dalcroze (1865-1950). Convinced that the development of musicianship must involve harmonization of mind and body, he tried exercises of walking, breathing, and beating time to help his conservatory students respond more spontaneously and accurately. From these beginnings in Geneva around 1900 he went on to pursue improvisation as a way of creating music and expressive movement. While teaching in Germany from 1910 to 1914 at the new professional training college built for him at Hellerau, near Dresden, he met a number of educationists who wanted to promote this work in England. Among them were Percy and Ethel Ingham, who founded the London School of Dalcroze Eurhythmics in 1913. The London School trained the women who spread Dalcroze teaching widely during the years before World War 11 in public and private education, particularly in progressive schools. Challenged by the London School's cloSing in 1963 and by alternative approaches to music and movement education, Dalcrozians in the second half of the century have taken new initiatives in classroom music, professional training, therapy, and research

Dalcroze Eurhythmics in England: History of an Innovation in Music and Movement Education.

This study uses historical research, participant observation, direct interview, and practical reconstruction to investigate Dalcroze Eurhythmics as it was introduced in England during the early twentieth century. The Dalcroze method is an oral tradition of music and movement education which originated in the experiments of the Swiss composer Emile Jaques-Dalcroze (1865-1950). Convinced that the development of musicianship must involve harmonization of mind and body, he tried exercises of walking, breathing, and beating time to help his conservatory students respond more spontaneously and accurately. From these beginnings in Geneva around 1900 he went on to pursue improvisation as a way of creating music and expressive movement. While teaching in Germany from 1910 to 1914 at the new professional training college built for him at Hellerau, near Dresden, he met a number of educationists who wanted to promote this work in England. Among them were Percy and Ethel Ingham, who founded the London School of Dalcroze Eurhythmics in 1913. The London School trained the women who spread Dalcroze teaching widely during the years before World War II in public and private education, particularly in progressive schools. Challenged by the London School’s closing in 1963 and by alternative approaches to music and movement education, Dalcrozians in the second half of the century have taken new initiatives in classroom music, professional training, therapy, and research

Dance and Film

The collected essays document dance films and videos as both artwork and documentary. Includes program and descriptions for over 75 features and video contacts and information for Canada and New York. Biographical notes on essayists. 30 bibl. ref

Renegade Bodies : Canadian Dance in the 1970's

"Comprising 15 essays by Canadian writers and scholars, Renegade Bodies is a book that embraces lively discussion about artistic and cultural shifts along with the social and political transformations of the 1970s. How were dance and its practitioners affected by the vigorous and varying beliefs, the principles and key societal trends of the times?" -- Publisher's website