Dalcroze Rhythmics Taster Session for Dancers.

Exploring basic principles of PULSE, TEMPO and METER through Dalcroze Eurhythmics

Developing improved excitation/inhibition, rhythmic accuracy, internal pulse.

Developing an understanding of anacrusis, crusis and metacrusis.

1. Warm Up/Ice breaker- Subdivision, pulse, tempo, quick response.

 a) Sitting in a circle the group establish a simple even, 4 beat rhythmic pattern   collectively, using 2 thigh slaps and 1 clap. Once an even and comfortable rhythm is established, the group introduce themselves to the circle, saying their name on the third beat (clap) individually. However many syllables the name must fit into the third beat and not bleed over into the forth.

b) Food items. Using the same instruction each person now has to say 3 breakfast items as the rhythm is passed round the circle (or lunch items/picnic items etc). This is more challenging, as it requires more subdivision and quicker response.

2. Warm Up- Developing spatial awareness, rhythmic accuracy, excitation/inhibition and unison

a)     Ask the students to walk on the beat freely in the room. Once the regular beat is established, begin to experiment with the tempo and ask students adapt in response. As the students begin to respond more readily with the changes, ask the students to explore travelling in different ways; backwards, sideways, on their toes, using hands and feet- They need to retain the accuracy of marking the beat. Once on their hands and feet this inevitably proves more challenging. Ask the students why this might be.

b)    Play a different melody at an andante tempo. Students walk to the beat as before. Once all students are walking accurately to the beat explain to the students you will stop, they need to carry on. Once alone in silence the students need to internalize and continue the beat accurately without speeding up. Come back in and see if the students have maintained the correct tempo. Tip- keep a metronome ticking on silent to ensure you come back in accurately too!

c)     As a final stage, ask the students to stop still in the space once walking in silence which continuing to hold the internal pulse. On your cue ask them to continue walking and observe whether they have maintained the pulse.

 3. FINDING THE METER- Use live or recorded music for this exercise

 a)     Each student has a ball. Play 3 or 4 pieces of music during this exercise in different time signatures (do not reveal these to the students). With each piece ask the students to first walk the beat (as before), then ask for them to show the strong beat of the music with the ball whilst maintaining the walk. Ask, ‘After how many walks are you bouncing the ball’ Establish an understanding of how the beats are grouped together ie 4, 3, 5 etc METER  Ask the students how each METER feels in the body. Is there a difference between the feeling of groups of 4s and groups of 

b) Remove the ball from the task and ask the students to show with their bodies the heavy beat of the bar using a simple, repeating motif. Ask that the other beats are acknowledges through movement as well. Try collectively.

 c) Split the group into 2 halves and watch each other. Discuss which represented the meter and which motifs might not have worked so well.

Nb- This exercise is about visualizing the musical structure through the body rather than creating choreography. Dalcroze was not expecting choreography to mimic or try to represent the music literally in movement however these tasks do ask the student to embody and appreciate the music through movement.

d)    Bring the ball back- one between two students. Repeat the task again with 3-4 pieces of different music with various time signatures. This time ask the students to find, what they perceive to be, the best way to illustrate the bar structure whilst passing the ball between them. Explore speeding up and slowing down the music and ask the students to observe what they are required to do to keep the passing of the ball musically accurate. Ask ‘Why might this be relevant for dancers?’  Awareness of time, space and energy- Preparation for jumps, plié, preparation for lifts and recovery etc. Can also discuss anacrusis, crusis and metacrusis.- (Prep, climax, recovery)

 4. Warm up jump- using the music ‘Take 5’ by Dave Brubeck ask the students to identify the meter. Jog lightly round the room on the beat. As the students get warmer ask them to ‘miss’ beat 5 (leaping over the beat and coming down on beat 1). Continue moving the missed beat across the bar.

5. Set exercise. Teach a short movement phrase that includes jumps to counts. Ask the students to demonstrate it a few times. Examine where they are less accurate. Ask them, individually to recreate the phrase for the ‘dancing ball’. They become the puppet master. Share ideas with a partner and then share with the group to the music. Finally dance the phrase again physically. Discuss.