An Investigation of Dalcroze-Inspired Embodied Movement Within Undergraduate Conducting Coursework PDF Download

Author: Nicholas J. Marzuola
Publisher:
ISBN:
Category : Conducting
Languages : en
Pages : 282

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Book Description
The practice of conducting requires one to take abstract musical ideas and translate them into embodied physical expression to communicate with an ensemble. Many colleges and universities include conducting in their sequences of study for undergraduate music majors. Often, undergraduate conductors feel like they are uncomfortable with their gestures, even after completing conducting courses (Silvey, 2011). One possible solution for helping students’ self-confidence while conducting is to incorporate embodied methodologies into conductor education. Dalcroze Eurhythmics is one promising option for making conductor education more embodied (Meints, 2014). The purpose of this adapted multiple instrumental case study was to examine the incorporation of Dalcroze Eurhythmics in undergraduate-level conducting classes. A specific focus was placed on the perspectives of conductor educators who employ Dalcroze Eurhythmics in their conducting classes and on the perceptions of their students. The following questions guided this research: (a) How do conductor educators incorporate Dalcroze Eurhythmics into their conducting curriculum?, (b) What specific aspects of Dalcroze Eurhythmics systems do conductor educators incorporate into their conducting curriculum?, (c) What benefits and challenges of incorporating Dalcroze Eurhythmics do conductor educators and students identify?, and (d) How do conducting students describe their experience learning conducting through Dalcroze Eurhythmics? I spent three days each at two universities in the United States and collected data through observation, interviews with faculty and students, participant journaling, email communication, and acquiring class-related documents. My data analysis included transcribing recorded interviews and classroom observations, generating and applying codes, and identifying themes that emerged from the data. Themes that emerged in cross-case analysis included (a) a holistic and embodied approach, (b) a natural fit for conducting education, and (c) a vehicle for discovery. Within the theme of a vehicle for discovery, four sub-themes emerged which were (a) confidence, (b) bodily awareness, (c) musicality, and (d) gesture. I asserted that Dalcroze Eurhythmics can help students develop various aspects of conducting skills and students’ self-efficacy. More research is needed to determine the long-term impact of Eurhythmics on conducting abilities. Future research should also consider the impact of other embodied pedagogies on conductor education.