Embodied pedagogy for strings

Preparing and performing Ysaÿe’s solo violin sonata no. 2 op. 27 – a journey of unexpected discoveries

Bibliographic Data

ID21717705
AuthorsDiane K Daly (0000-0002-3161-8693, University of Limerick Faculty of Arts Humanities and Social Sciences, corresponding author)
Year2022
Volume24
Issue2
Pages180-194
Publication date2022-03-15
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueMusic Education Research (JOURNAL)
Journal identifiersISSN: 1461-3808 • E-ISSN: 1469-9893
PublisherInforma UK Limited (PUBLISHER • GB)
DOI10.1080/14613808.2022.2054963
OpenAlexW4220909188
LanguageEN
References cited27

Swiss educator, Émile Jaques-Dalcroze observed over 100 years ago that often music conservatoires focus primarily on the development of technique and repertoire, at the expense of musicianship. His embodied approach to music education aims to connect all our faculties, emotional, corporeal and intellectual, through experiencing music making, in and through movement. This arts practice research addresses how embodiment in classical music instrumental education can be enhanced by an embodied teaching method such as Dalcroze Eurhythmics. The research journey culminated with ‘Dance of Shadows’, a multi-disciplinary, multi-sensorial interpretation of Eugène Ysaÿe’s second sonata for solo violin, opus 27. To document the intrinsic reflexivity of the research, the researcher utilises the tools of artistic research and other arts practice methods. The findings of this investigation revealed not only an enhancement of the researcher’s embodied preparation and performance practice but also a transformation in the experience of engagement for the audience

Art · Art history · Embodied cognition · Epistemology · Music education · Pedagogy · Violin · Artistic and Creative Research · Communication · Musicology and Musical Analysis · Philosophy · Psychology · Theatre and Performance Studies

Tools

Open DOIOpen Access