Dalcroze Eurhythmics – a method, an approach, a pedagogy, or a philosophy?

Abstract

In my keynote presentation in the second International Conference of Dalcroze Studies in Vienna 2015, I argued that Dalcroze Eurhythmics is not a method. This aroused several opposite opinions and many interesting discussions. In this article, I want to continue the discussion and consider what using the word method implies, and what the other options of talking about Dalcroze Eurhythmics are, based on my previous studies. I will also discuss how a method, an approach, or any similar such system or framework should be applied according to the current understanding of teaching as reflective practice. Moreover, I will address the recent scholarly debate and critique in music education regarding so-called teaching methods, such as Dalcroze.