Date of Award

2018

Document Type

Open Access Dissertation

Department

School of Music

Sub-Department

Music Performance

First Advisor

Jennifer Parker-Harley

Abstract

The current practice of flute pedagogy for the elementary-age student is often focused on skill-building: finger technique, tone development, and note-reading and rhythm skills. Often the teacher will delve into concepts of musicianship only after the student develops a high level of technical skill. I have found it is possible to include musical concepts such as expressive playing, developing an internal sense of rhythm, and improvisation at all stages of the learning process. When the flute teacher functions as the initiator of an aesthetic experience, the development of musicianship becomes just as important as skill-building.

The Dalcroze philosophy of music education, when partnered with the current practice of flute teaching, may enhance the flute student’s music learning experience by providing a means to pull back and see flute technique in its place amidst a larger musical purpose and context. This document summarizes the five principles of the Dalcroze method and discusses two of the applied branches: Eurhythmics and improvisation. The core chapters examine how the inclusion of movement and improvisation as taught in Dalcroze pedagogy may help the flute teacher effectively create opportunities for the elementary-age student to develop musicianship.

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