The Quantifying Analysis of Effectiveness of Music Learning Through Dalcroze Musical Method
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 had 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, and analyzed the results and found out that the two groups demonstrated obvious differences in their degree of progress on learning of musical rhythms.
Keywords: Dalcroze Method, Body Movement
Dr. Dennis Ping-Cheng Wang
Assistant Professor in Music Education, Faculty of Education, University of Macau