ERIC Number: EJ1256471
Record Type: Journal
Publication Date: 2020-Jul
Pages: 15
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0265-0517
EISSN: N/A
Stories Students Tell about Their Lived Experiences of Spirituality in the Dalcroze Class
Habron, John; van der Merwe, Liesl
British Journal of Music Education, v37 n2 p125-139 Jul 2020
This article is a narrative inquiry of the lived spiritual experiences of students participating in Dalcroze Eurhythmics training. Previous studies have located Jaques-Dalcroze's own writings and thought within the context of spirituality and have explored the spiritual experiences of Dalcroze teachers, but students' perspectives remain to be investigated. We interviewed seven students, broadly defined as anyone currently attending regular Dalcroze training or who have recently attended Dalcroze courses and still consider themselves Dalcroze students. Various strategies for narrative data analysis were synthesised into our own coding scheme. Themes emerged from the data analysis: situation, continuity, personal interaction, social interaction and significant moments. The themes helped us construct a fictive conversation between the participants, using direct quotations from the interviews. Implications for practice focus on what inhibits and promotes experiences of spirituality in the Dalcroze class. This research will be relevant to music educators, as it gives clear, evidence-based guidelines on how opportunities for spirituality can be created in the Dalcroze classroom. It also offers an original synthesis of existing coding schemes for other researchers undertaking narrative inquiries.
Descriptors: Spiritual Development, Evidence Based Practice, Guidelines, Music Education, Teaching Methods, Student Attitudes, Interpersonal Relationship, Metacognition, Interpersonal Communication
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
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