Movement : An Integral Component of General Music

Abstract

This chapter describes the pedagogical possibilities and offers practical examples of receiving and responding to music through movement, and learning through and from kinesthetic experience, in music teaching and learning in school or community music settings. It also offers theoretical underpinnings from the research literature of applying movement in music education. General ideas for assessment are offered in a separate section. The pedagogical ideas of applying body movement draw mainly on Dalcroze pedagogy—a music education approach that integrates body movement (rhythmics), ear-training (solfège), and improvisation to facilitate, establish, and reinforce musical perception, understanding, and expression. All the presented exercises are expected to build upon students’ responses and previous learning and to serve as inspiration for teachers to experiment, adjust, and further develop them in their own classrooms in ways that best support reaching their curriculum objectives and/or other educational aims.