Article Review (20pts)
Look and read one article on the internet related to the effective use of the Dalcroze
Method in teaching elementary grades. Write an Article Review using the steps
below. Cite the article properly using the APA 7 style.
➢ Step 1: Write the Title.
➢ Step 2: Cite the Article.
➢ Step 3: Article Identification.
➢ Step 4: Introduction.
➢ Step 5: Summarize the Article.
➢ Step 6: Critique It.
➢ Step 7: Craft a Conclusion.
➢ Step 8: Reflection
1 The Effect of Dalcroze Eurhythmics on the Melodic Musical Growth of First Grade Students.
2 Crumpler, Sue E., "The Effect of Dalcroze Eurhythmics on the Melodic Musical Growth of First Grade
Students." (1982). LSU Historical Dissertations and Theses. 3755.
https://digitalcommons.lsu.edu/gradschool_disstheses/3755
Pages: 150
DOI: 10.31390/gradschool_disstheses.3755
3 The Louisiana State University and Agricultural and Mechanical Col Ph.D. 1982
University Microfilms International 300 N. Zeeb Road, Ann Arbor, M I 48106
Subjects for the investigation were chosen from first grade students in Highland Elementary School and
Walnut Hills Elementary School of Baton Rouge, Louisiana. The investigator conducted two thirty-minute
sessions each week for eight weeks (September 28-November 20, 1982) for the four intact classes
4 Introduction
During the evolution of music education, many musicians and educators have tried to develop the most
effective teaching/learning method. One such musician was Emile Jaques-Dalcroze (1865-1950). His
method was based upon the child's natural response to the rhythm of music
through physical action— a method with its roots in the natural characteristics of the child.
In the last fifty years, music education programs have produced
many musicians and artists, performers and creators, and yet, there appears to be a general lack of
understanding and support of cultural activities and, more importantly, only a meager means to improve
the situation on a larger scale. * The situation facing today's music programs is similar to the situation
Jaques-Dalcroze faced in the early years of his teaching career. His answer to the situation— teaching
the comprehension of all the elements of music (rhythm, melody, harmony, form, mood [[dynamics and
tempo, and timbre) ^— can be the means whereby today's situation is corrected.
Irwin Spector, "Bring Back Dalcroze," The American Music Teacher 21 (June-July 1972):19. o
See William 0. Hughes, A Concise Introduction to Teaching Elementary School Music, 2nd ed. (Belmont,
Ca: Wadsworth Publishing Company, Inc., 1979), p. 9; and Marylee McMurry Lament, Music in
Elementary Education: Enjoy, Experience, and Learn (New York: MacMillan Publishing Co., Inc., 1976),
p.2.
5 Summary
The primary purpose of the study was to determine the effect of Dalcroze Eurhythmies on the melodic
musical growth of first grade students. The investigator also sought to determine the difference
between boys and girls in the ability to aurally identify the component parts of the melodic concepts of
register and melodic contour. Finally, the investigator sought to determine the differences created by
the interaction of method, sex, and time. Seventy-six first grade students in four intact classes
participated in the study. Two of the classes served as the contact control group and used only the first-
grade level of the 1978 edition of Silver Burdett Music. The experimental group consisted of two classes
using the first-grade level of the 1978 edition of Silver Burdett Music and Dalcroze Eurhythmies
activities. The Dalcroze Eurhythmies group (DE) and the Silver Burdett Music group (SBM) consisted of
thirty-eight students each. The Melodic Achievement Test (MAT) was designed and administered as the
pretest and posttest measures for both DE and SBM. The test, consisting of two sub-tests, was designed
to measure the students’ ability to aurally distinguish the component parts of the melodic concepts of
register and melodic contour. The directions and items for each sub test were recorded on cassette tape
for administration of the test. Students recorded their answers on individual answer sheets. Both DE and
SBM participated in six weeks of instruction between the administration of the pretest and the posttest.
Each class participated in two thirty-minute lessons each week. The lesson plans for SBM were the
register and melodic direction units from the teacher’s edition of the first-grade level of the 1978 edition
of Silver Burdett Music. Lesson plans for DE were the same units from the same music series with the
addition of Dalcroze Eurhythmic activities. At the conclusion of the eight-week study, the data were
subjected to a Three-Way Analysis of Variance (ANOVA) with a repeated measure on time. Results
indicated that SBM scored significantly higher than DE on the pretest. There was a significant difference
between the pretest and posttest scores for DE and no significant difference between the pretest and
posttest scores for SBM. Results also indicated no significant difference between the SBM and DE
posttest scores. An examination of the least square means revealed that the DE scores increased to
meet the SBM scores on the posttest. The multiple ANOVA also revealed there was no significant
difference between boys and girls on the MAT. Finally, there was no significant difference between the
interactions of method, sex, and time.
6 Critique
The author main purpose of the study was to determine the effect of Dalcroze Eurhythmies on the
melodic musical growth of first grade students. The secondary purposes of the study were to determine
the differences between boys and girls in the ability to discriminate pitch register and melodic contours
and to determine the differences created by the interaction of method, sex, and time.
On that account the article the studies have used prescribed movement, have measured the motor
response, and/or have dealt mainly with the element of rhythm. It seems appropriate to continue
research in musical achievement employing the philosophy of Dalcroze Eurhythmies. The Dalcroze
method uses the child’s natural responses to the music through movement and not through prescribed
movements. Since Jaques-Dalcroze Included all the elements of music, and since most of the research in
the past has dealt with the relationship between movement and the element of rhythm, then this study
will use Eurhythmies to teach the element of melody. The problem with this trend is that in many cases
the objectives of using movement are vaguely stated. These objectives, which are incomplete and
unspecific, may work toward a development of creativity and freedom with music; yet, they can distract
from the actual music since there is no specific direction
7 Craft a conclusion
Based on the results of the study, the following conclusions are presented. dents to aurally perceive the
melodic concepts of register (high-low) and melodic contour. This effect was seen in the fact that the
group using Eurhythmies significantly increased their scores from pretest to posttest. Because of the
positive influence of the Eurhythmic activities on the melodic achievement of the students, it would
appear that Dalcroze Eurhythmies should be included in the study of melodic concepts in the first-grade
music curriculum. The lesson plans for all classes in the study were from the melodic units of the first-
grade level teacher's edition of a standard elementary music series. Eurhythmic activities were included
in the lessons for the experimental group as an enhancement of the basic music series. Since the
addition of Eurhythmies had a favorable effect in the study, Eurhythmic activities could be incorporated
by the basic music series in the units teaching melodic concepts at the first-grade level.
Reflection
Based on what I have learned about this study shows the ability of the learners and the application on
the method on the class can have, can be a reliable on accommodation every student in the class
regardless of them of method, sex, and time. For me this is productive article that shows how the effects
on Dalcroze Eurhythmies on the student learning meaning all students have the same outcome
regardless from which it is important because in class everyone should have the same opportunity as
any other of their classmates. Moreover, this can be useful for teachers that will use the Dalcroze
Eurhythmies from which this article can be basis on how they can effectively use the method while
acknowledging the significant of this study and finding out its weakness therefore they can have a clear
view of the students and their teaching approach. The use of randomly selected subjects would provide
more control over chance results than the use of intact classes. The pretest and posttest measures might
be administered individually or in small groups with the use of headphones to ensure control over the
factors of dynamic, intensity of signal and classroom distractions. Further studies dealing with the effect
of Dalcroze Eurhythmies on melodic discrimination abilities of primary school children might include the
improve the teaching and a curriculum and the understanding of the effects of this method might give
us and other teacher new ideas and concept regarding the Dalcroze Method. Further studies dealing
with the effect of Dalcroze Eurhythmies on melodic discrimination abilities of primary school children
might include the following changes from the procedures and design of this
study.
