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Dalcroze eurhythmics, also known as the Dalcroze method or simply eurhythmics, is a developmental approach to music education.Eurhythmics was developed in the early 20th century by Swiss musician and educator Émile Jaques-Dalcroze and has influenced later music education methods, including the Kodály method, Orff Schulwerk and Suzuki Method.
[8]: 10 Kodály was familiar with Dalcroze’s techniques and agreed that movement is an important tool for the internalization of rhythm. [5]: 42 To reinforce new rhythmic concepts, the Kodály method uses a variety of rhythmic movements, such as walking, running, marching, and clapping. These may be performed while listening to music or singing.
Rhythmic gymnastics is a sport in which gymnasts perform individually or in groups on a floor with an apparatus: hoop, ball, clubs, ribbon and rope. [2] [3] The sport combines elements of gymnastics, dance and calisthenics; gymnasts must be strong, flexible, agile, dexterous and coordinated.
Activities and classes can start as early as prenatally or newborn [3] and in private education, music programs are often integrated in as early as preschool. Early childhood music education in public school settings widely varies, but music programs have been established in some schools starting in kindergarten even in remote areas.
Aerobics is a form of physical exercise that combines rhythmic aerobic exercise with stretching and strength training routines with the goal of improving all elements of fitness (flexibility, muscular strength, and cardio-vascular fitness).
Jazz Chants appeal to students of all ages, and work with large classes, and stimulate pairwork and role-playing activities. [3] Jazz chants improve the students' speaking competence in terms of pronunciation, grammar, vocabulary, fluency and comprehension. [4] Jazz chants help students sound more natural when they speak English. [5]
Takadimi is a system devised by Richard Hoffman, William Pelto, and John W. White in 1996 in order to teach rhythm skills. Takadimi, while utilizing rhythmic symbols borrowed from classical South Indian carnatic music, differentiates itself from this method by focusing the syllables on meter and western tonal rhythm.
Rhythmic and tonal processing also contribute to the success of this learning process. Jumping rope is an example of melodic learning. Tonal, rhythmic, aural and visual elements interplay as children sing and rhyme. The rope's motion supplies the kinesthetic element to enhance the process. [5]