Pedagogical innovation and music education in Spain: Introducing the Dalcroze method in Catalonia     

Francesca Comas Rubí  Xavier Motilla-Salas  Bernat Sureda-Garcia 《Paedagogica Historica: International Journal of the History of Education》2014,50(3):320-337

The aim of this paper is to analyse how the Dalcroze method was introduced to Spain and became known there, more specifically in the Catalonia of the Noucentisme movement, and why it made the greatest impact and was more widely disseminated in this particular region of Spain. Following a summary of Dalcroze’s contributions to music education, an outline is given of how the Junta para la Ampliación de Estudios or Committee for Extended Studies (the JAE, in Spanish) became a springboard for the method’s introduction in Catalonia through a grant awarded to Catalan musician and teacher Joan Llongueras Badía, even though the JAE had not shown much interest in its diffusion. It goes on to explain how the method’s use spread in Catalonia, partly thanks to the efforts of Joan Llongueras and his Institute for Rhythmic Gymnastics and partly as a result of the support that these efforts received in the political, philosophical, moral and aesthetic context of the Noucentisme movement – which, the paper argues, explains why the method’s impact was much greater in Catalonia than in the rest of Spain.  相似文献   

The quantifying analysis of effectiveness of music learning through the Dalcroze musical method     

Dennis Ping-Cheng Wang 《美中教育评论》2008,5(9):32-41

Movement activities can be used to integrate with any other curriculum in childhood education. The movements can inspire the sense of rhythmic concepts for children. This study aims at investigating how children can be motivated and inspired rhythmically by body movement through Dalcroze approach. In this research, the author revealed how physical movements can motivate children＇s potential sense of rhythm and inspire children＇s interest of musical rhythmic concepts learning. The study was conducted with 1000 primary school 6th grade students from twenty primary schools in Taipei, Taiwan. These 1000 6th grade students have the same age, same music syllabus and have equally same music training at their schools. The 1000 students were divided into two equal groups, one having different activities of body movements at school, and the other without. The different activities included tapping, swinging, clapping, turning, and stamping simple rhythms. The experiments consisted two parts which were rhythm dictation and improvisational skills. All the participants were equally given the pre-test and post-test as evidences of progress of the experiment, and the researcher then compared with the differences of the two tests of the two groups before and after the experiment to see if there were any progress in their learning of musical rhythms. The study lasted 6 months and consisted of three stages： observation, comparison, and analysis. The author observed and compared the two groups of students, analyzed the results and found out that the two groups demonstrated obvious differences in their degree of progress on learning of musical rhythms.  相似文献