Embodied learning in Dalcroze-inspired music education

Abstract

Body movement is a natural way respond to music, experience it, and learn about it. In music education, moving to music develops children’s understanding of music, and offers teachers a window into their music perceptions. Recently, in music education practices, there has been an increasing interest to apply body movement. In research, there is a growing number of studies examining and advancing the understanding of the role of movement in and for (musical) learning. This article firstly reviews the studies that investigate the possibilities of applying body movement in music education of young children. Secondly, it introduces the pedagogical ideas of Dalcroze approach, in which learning in music is based on experiences of participating in music-and-movement activities. Then, the notion of embodied learning and the ways in which Dalcroze-inspired music education can enhance embodied learning will be discussed. The article suggests that in Dalcroze-inspired music education embodied learning can be enhanced by promoting multisensory perception and intergration, by involving, integrating and challenging different functions, by balancing between intellectual and bodily functions as well as by considering emotional, creative and intersubjective dimensions as fundamental for learning. Additionally, considering (music) education from holistic perspective can be viewed to support embodied learning. The article concludes that though Dalcroze- inspired music-and-movement teaching has a variety of music pedagogical potential, no method, approach, or a set of pedagogical ideas guarantee good results. It always comes down to the quality of teaching, learning, and interaction, and to as how meaningful participation is for children or elder students. When promoting embodied learning, the quality of student experience becomes extremely crucial.