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Marzuola Dissertation.pdf (2.71 MB)
ETD Abstract Container
Abstract Header
An Investigation of Dalcroze-Inspired Embodied Movement within Undergraduate Conducting Coursework
Author Info
Marzuola, Nicholas J
Permalink:
http://rave.ohiolink.edu/etdc/view?acc_num=case1554482488516501
Abstract Details
Year and Degree
2019, Doctor of Philosophy, Case Western Reserve University, Music Education.
Abstract
The practice of conducting requires one to take abstract musical ideas and translate them into embodied physical expression to communicate with an ensemble. Many colleges and universities include conducting in their sequences of study for undergraduate music majors. Often, undergraduate conductors feel like they are uncomfortable with their gestures, even after completing conducting courses (Silvey, 2011). One possible solution for helping students’ self-confidence while conducting is to incorporate embodied methodologies into conductor education. Dalcroze Eurhythmics is one promising option for making conductor education more embodied (Meints, 2014). The purpose of this adapted multiple instrumental case study was to examine the incorporation of Dalcroze Eurhythmics in undergraduate-level conducting classes. A specific focus was placed on the perspectives of conductor educators who employ Dalcroze Eurhythmics in their conducting classes and on the perceptions of their students. The following questions guided this research: (a) How do conductor educators incorporate Dalcroze Eurhythmics into their conducting curriculum?, (b) What specific aspects of Dalcroze Eurhythmics systems do conductor educators incorporate into their conducting curriculum?, (c) What benefits and challenges of incorporating Dalcroze Eurhythmics do conductor educators and students identify?, and (d) How do conducting students describe their experience learning conducting through Dalcroze Eurhythmics? I spent three days each at two universities in the United States and collected data through observation, interviews with faculty and students, participant journaling, email communication, and acquiring class-related documents. My data analysis included transcribing recorded interviews and classroom observations, generating and applying codes, and identifying themes that emerged from the data. Themes that emerged in cross-case analysis included (a) a holistic and embodied approach, (b) a natural fit for conducting education, and (c) a vehicle for discovery. Within the theme of a vehicle for discovery, four sub-themes emerged which were (a) confidence, (b) bodily awareness, (c) musicality, and (d) gesture. I asserted that Dalcroze Eurhythmics can help students develop various aspects of conducting skills and students’ self-efficacy. More research is needed to determine the long-term impact of Eurhythmics on conducting abilities. Future research should also consider the impact of other embodied pedagogies on conductor education.
Committee
Nathan Kruse, PhD (Advisor)
Lisa Koops, PhD (Committee Member)
Matthew Garrett, PhD (Committee Member)
Anthony Jack, PhD (Committee Member)
Pages
282 p.
Subject Headings
Music Education
Keywords
Dalcroze Eurhythmics
;
Dalcroze
;
Eurhythmics
;
conductors
;
conducting
;
conductor education
;
undergraduate conducting
;
undergraduate conductors
;
conductor educators
;
embodied
;
embodiment
;
embodied education
;
embodied music education
;
conducting curriculum
Recommended Citations
Refworks
EndNote
RIS
Mendeley
Citations
Marzuola, N. J. (2019).
An Investigation of Dalcroze-Inspired Embodied Movement within Undergraduate Conducting Coursework
[Doctoral dissertation, Case Western Reserve University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=case1554482488516501
APA Style (7th edition)
Marzuola, Nicholas.
An Investigation of Dalcroze-Inspired Embodied Movement within Undergraduate Conducting Coursework.
2019. Case Western Reserve University, Doctoral dissertation.
OhioLINK Electronic Theses and Dissertations Center
, http://rave.ohiolink.edu/etdc/view?acc_num=case1554482488516501.
MLA Style (8th edition)
Marzuola, Nicholas. "An Investigation of Dalcroze-Inspired Embodied Movement within Undergraduate Conducting Coursework." Doctoral dissertation, Case Western Reserve University, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=case1554482488516501
Chicago Manual of Style (17th edition)
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Document number:
case1554482488516501
Download Count:
1,778
Copyright Info
© 2019, all rights reserved.
This open access ETD is published by Case Western Reserve University School of Graduate Studies and OhioLINK.