1 / 12

HEA Discipline Workshop Moving into Composition Coventry University 28 March 2012 John Habron

HEA Discipline Workshop Moving into Composition Coventry University 28 March 2012 John Habron Bethan Habron-James. 1000 Registration and refreshments

bowie
Download Presentation

HEA Discipline Workshop Moving into Composition Coventry University 28 March 2012 John Habron

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. HEA Discipline Workshop Moving into Composition Coventry University 28 March 2012 John Habron Bethan Habron-James

  2. 1000 Registration and refreshments • 1030 Welcome: Professor Sarah Whatley, Coventry University;Director of the Centre for Dance Research (C-DaRE), editorJournal of Dance and Somatic Practices • 1040 Introduction: Dr John Habron, Senior Lecturer in Music, Coventry University; Principal Investigator: Moving into Composition • 1100 Practical session: Bethan Habron-James, Co-investigator and licentiate of the Institut Jaques-Dalcroze, Geneva • 1230 Reflection and discussion • 1300 Lunch • 1400 Presentation of findings – audiovisual presentation – discussion • 1530 Project report launch – plenary

  3. Moving into Composition Introduction Background Aims: • To develop teaching and learning strategies for composition using music and movement • To explore students’ experiences and perceptions

  4. Emile Jaques-Dalcroze (1865-1950) • Pianist, improviser, composer, pedagogue • Professor of solfège at Geneva Conservatoire • Established Dalcroze Eurhythmics • Author of Rhythm, Music and Education (1921) and Eurhythmics, Art and Education (1930)

  5. Dalcroze Eurhythmics The three branches: Rhythmics Improvisation Solfège Culminating in: Plastique animée

  6. Some core principles • Active learning – sensory experience • Whole body movement • ‘Education through and into music’ • Experience before analysis • Holistic • Social • Adaptable

  7. In his own words… • ‘the locomotor muscles are conscious muscles, subject to absolute control by the will. We therefore find in walking the natural starting-point in the child’s initiation into rhythm’ (1921/2000: 38) • ‘all the nuances of time, all the nuances of energy...can be “realised” by our bodies, and the acuteness of our musical feeling will depend on the acuteness of our bodily sensations’ (1921/2000: 60)

  8. Dalcroze today

  9. Applications • Children • Professional training of musicians • Specific populations of musicians, including singers and string players • Choral and orchestral conducting • Music theory and solfège • Adult learners and older adults • People with illness, disability and special needs

  10. ‘would be of benefit to the most cultivated of intellects and the most accomplished of talents, and could lead composers into entirely novel forms of expression’ (Jaques-Dalcroze 1930/1985: 11)

  11. Practical session • ‘…it has to be “lived”’ (Dutoit 1971: 11) References Dutoit, C-L. (1971) Music, Movement, Therapy. London: Dalcroze Society. Jaques-Dalcroze, E. (1921/2000) Rhythm, Music and Education. Ashford: The Dalcroze Society Inc. Jaques-Dalcroze, E. (1930/1985) Eurhythmics, Art and Education. New York: Arno.

More Related