The Application of Dalcroze Pedagogy In Chinese General Music Education

Abstract

The Dalcroze Pedagogy, pioneered by Swiss composer and educator Emile Jaques-Dalcroze, is a prominent and historically significant music teaching method. Renowned for its emphasis on child-centered and experiential learning, it integrates rhythmic movement, improvisation, sight-singing, and ear training to foster holistic musical and personal development. In recent years, China's deepening educational reforms and the focus on quality education have spurred the widespread adoption of Dalcroze's pedagogy in primary and secondary music classrooms.This study investigates the application of Dalcroze Pedagogy in China's music education system, utilizing qualitative methodologies including classroom observations, interviews with educators, and student surveys. The research examines the integration of rhythmic movement, improvisation, and sight-singing into the curriculum, highlighting the pedagogical strategies and their impacts.Findings indicate that Dalcroze Pedagogy significantly enhances students' musical perception, creativity, and expressiveness. Students experience improved physical coordination, teamwork, and increased motivation towards music learning. However, challenges such as insufficient trained teachers, unbalanced educational resources, and traditional educational mindsets persist.The paper proposes further research to assess the long-term impacts of Dalcroze Pedagogy on students' overall academic performance. It also suggests developing localized teacher training programs and creating supportive resources to facilitate the pedagogy's integration across diverse educational settings in China.