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Mind/body dualism and music theory p...

Walker, Christina M.

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Mind/body dualism and music theory pedagogy: Applications of Dalcroze Eurhythmics.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Mind/body dualism and music theory pedagogy: Applications of Dalcroze Eurhythmics./
Author:	Walker, Christina M.
Description:	97 p.
Notes:	Adviser: Hali Fieldman.
Contained By:	Masters Abstracts International45-06.
Subject:	Education, Educational Psychology. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=1444512
ISBN:	9780549053095

Mind/body dualism and music theory pedagogy: Applications of Dalcroze Eurhythmics.
Walker, Christina M.

Mind/body dualism and music theory pedagogy: Applications of Dalcroze Eurhythmics. - 97 p.

Adviser: Hali Fieldman.

Thesis (M.M.)--University of Missouri - Kansas City, 2007.

Music theory pedagogues are continually trying to find effective ways of teaching what can be a difficult subject to learn for music students. Traditional methods often rely on purely intellectual approaches to music theory, an influence of the Cartesian philosophy of mind/body dualism. Such methods are problematic, however, in light of recent research by educational psychologists that reveal the importance of the body in learning. Around the turn of the twentieth century the Swiss musician and pedagogue Smile Jaques-Dalcroze discovered that it was a split between mind and body that hindered students from learning music. In response he formulated a method that consists of exercises designed to strengthen mind/body communication, helping students experience music intellectually and viscerally. The research presented here suggests the application of Dalcroze Eurhythmics to music theory as an embodied pedagogical approach and is supported by examples of its current use in the classroom.

ISBN: 9780549053095Subjects--Topical Terms:

1017560
Education, Educational Psychology.

Mind/body dualism and music theory pedagogy: Applications of Dalcroze Eurhythmics.
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020 $a 9780549053095
035 $a (UMI)AAI1444512
035 $a AAI1444512
040 $a UMI $c UMI
100 1 $a Walker, Christina M. $3 1278062
245 1 0 $a Mind/body dualism and music theory pedagogy: Applications of Dalcroze Eurhythmics.
300 $a 97 p.
500 $a Adviser: Hali Fieldman.
500 $a Source: Masters Abstracts International, Volume: 45-06, page: 2729.
502 $a Thesis (M.M.)--University of Missouri - Kansas City, 2007.
520 $a Music theory pedagogues are continually trying to find effective ways of teaching what can be a difficult subject to learn for music students. Traditional methods often rely on purely intellectual approaches to music theory, an influence of the Cartesian philosophy of mind/body dualism. Such methods are problematic, however, in light of recent research by educational psychologists that reveal the importance of the body in learning. Around the turn of the twentieth century the Swiss musician and pedagogue Smile Jaques-Dalcroze discovered that it was a split between mind and body that hindered students from learning music. In response he formulated a method that consists of exercises designed to strengthen mind/body communication, helping students experience music intellectually and viscerally. The research presented here suggests the application of Dalcroze Eurhythmics to music theory as an embodied pedagogical approach and is supported by examples of its current use in the classroom.
590 $a School code: 0134.
650 4 $a Education, Educational Psychology. $3 1017560
650 4 $a Education, Music. $3 1017808
650 4 $a Music. $3 516178
650 4 $a Psychology, Developmental. $3 1017557
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710 2 $a University of Missouri - Kansas City. $3 1021712
773 0 $t Masters Abstracts International $g 45-06.
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792 $a 2007
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=1444512