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Creativity, autonomy and Dalcroze eurhythmics: An arts practice exploration

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dc.contributor.author Daly, Diane Kathleen
dc.date.accessioned 2021-08-19T07:27:46Z
dc.date.available 2021-08-19T07:27:46Z
dc.date.issued 2021
dc.identifier.uri http://hdl.handle.net/10344/10491
dc.description peer-reviewed en_US
dc.description.abstract This paper investigates the impact of Dalcroze Eurhythmics on fostering creativity and autonomy in classical instrumental pedagogy. The research took the form of an arts practice investigation which included devising, rehearsing, performing and documenting two performance events, drawing on Dalcroze Eurhythmics techniques rather than conventional classical music approaches. Autoethnography and other arts-based methods were utilised to develop and gather data. The paper presents an overview of Dalcroze Eurhythmics from the perspective of a performer, namely this researcher, and discusses how the method informed my arts practice investigation. It concludes with a discussion on key findings around creativity and autonomy, and the proposal that this approach has the potential to greatly enhance students experience of performance music education, as well as improve performance quality and satisfaction in their ensuing professional careers. en_US
dc.language.iso eng en_US
dc.publisher SAGE Publications en_US
dc.relation.ispartofseries International Journal of Music Education;
dc.subject autonomy en_US
dc.subject creativity en_US
dc.subject Dalcroze eurhythmics en_US
dc.subject music education en_US
dc.subject string teaching en_US
dc.subject violin performance en_US
dc.title Creativity, autonomy and Dalcroze eurhythmics: An arts practice exploration en_US
dc.type info:eu-repo/semantics/article en_US
dc.type.supercollection all_ul_research en_US
dc.type.supercollection ul_published_reviewed en_US
dc.identifier.doi 10.1177/02557614211028600
dc.contributor.sponsor IRC en_US
dc.rights.accessrights info:eu-repo/semantics/openAccess en_US


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