Audio Library volume 10 “one more step”

by Françoise Lombard

in the purchase of the volume.

It contains explanations and suggestions for the pedagogical development of each musical track.

  • TRACK 1 EDUCATIONAL CONTENT from the guide

    We introduce here the superposition of two different divisions inside each beat of the meter: triplet >< 2 eighth notes if we are in a binary meter or 3 eighth notes >< duplet if we are in a ternary meter.

This piece is in three distinct sections:

– The first one plays the superposition of groups of 2 and 3. 

  • Listen and move only with the treble, using body percussion (first eighth notes, then triplets); then do the same activity, replacing percussion by stepping. Listen to the other voice while following one’s own.
  • Repeat the exercise, this time moving with the bass.
  • With a partner: A follows the bass and B the treble. Move or clap while watching one’s partner, being aware of the interplay between the two. 

– In the second section, one hears only groups of 3, and later only groups of 2. The task consists of creating the polymeter by oneself, without the help of the piano.

  • Walk or clap the division that is not heard. Follow the variations of dynamics and tempo.
  • Then, walk the division that is heard and clap the other.

– The third section is linked to the second by one measure of 4 beats.

It is a musical sequence on the same principle as the second section, with alternating divisions in the following form and played twice:

  • Listen to this section many times and clap or step what is heard, in order to assimilate the sequence.
  • Then, do the entire sequence only by clapping or stepping the opposite meter (the one you don’t hear).
  • Finally, step what you hear and clap the opposite meter, and vice versa.
  • Sitting or kneeling, clap groups of three with one hand and groups of two with the other. Change sides. 

When practicing the 3 >< 2 polymeter at a slower tempo, the overall unit of the meter should be chosen rather than the unit of the beats. We superimpose the beats of a 6/8 meter with those of a 3/4 meter.

  • Use the track no. 4 of volume 8, with 3 beats: place 2 beats on the same meter length.
  • The rhythm resulting from the overlay (composite rhythm) is:

  • Use the track no. 11 of volume 7 with 4 beats (that you consider and use here in 2 beats): place 3 beats on the same meter length.
  • The rhythm resulting from the overlay (composite rhythm) is:

This material is intended to promote the learning of music through body movement, but it does not constitute a professional “music and movement” training. Therefore, its use does not authorise one to use the title of Dalcroze teacher. However, the experimentation of the Library could inspire and motivate a person to pursue a more advanced training of Jaques-Dalcroze Eurhythmics, with the option of obtaining, after several years of study, professional recognition.

Improvisations : Françoise Lombard
© Les Éditions Adragante, Canada

Recording : Michel Comeau, Northmount Studio, Montreal
Mastering : TrueSound Louis Morneau
Cover photos : David Tucker    © ICDS
Cover photos : Michel Comeau    © Dalcroze Canada
Cover graphic design : Michel Comeau

Polymeters develop the ability to combine different metric values in the same time frame. For example, dividing the duration of six eighth notes by two gives two ternary beats (6/8); dividing it by 3 gives 3 binary beats (3/4). In a Dalcrozian context, two different metric values will be superimposed by choosing body activities such as walking one and clapping the other. This type of exercise develops the motor skill of coordinating two distinct movements, paying attention to each voice in a balanced way, in order to preserve the musical line.

Polymeters are sometimes easier to achieve when the tempo is a bit fast, calling for an instinctive and global response. A slow tempo induces an analytical approach – also very useful – of the superposition of the two meters and the rhythm resulting from this superposition.


This album has been created by highly qualified Dalcroze teachers and practising musicians: FRANÇOISE LOMBARD (Canada) : concept, improvisations, pedagogical guide.

Her colleagues LISA PARKER (USA), CHENG-FENG LIN (Canada) and MARY BRICE (Switzerland) contributed to the realisation of her project through their participation in the educational content.

Recording : Northmount Studio, Montreal

Artistic direction : Michel Comeau

Mastering : Louis Morneau

Production : Stareyes inc. Music and Education

Publishing : © Les Éditions Adragante/SOCAN

© This material is intended exclusively for pedagogical purposes.

All rights reserved

Stareyes was founded in 1986 in Montreal by two multidisciplinary artists. Musical and audiovisual achievements focused on education, relationships, musical pedagogy and listening.

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