Audio Library Volume 2 “music and movement”

by Françoise Lombard

The PEDAGOGICAL GUIDE is included in your purchase. 


What type of approach do the style and tempo of this piece suggest? Walk the pulse (one sound = one step). To vary the walk: change direction with each new phrase, or alternate forward / backward, or walk alone or in pairs (triplets are good indicators of change). Identify the structure of the piece and adapt the movements in space to the musical form: return to the starting place when the first theme returns. One could imagine two contrasting movements for the first and second theme. In a small space: clap the pulse or the first beat on the knees, shoulders, in the hands. This piece lends itself to a variety of responses according to the specific goals of the teacher; for example, one could ask students to walk twice as slowly as the beat. Otherwise, one could create a simple choreography on this clearly structured piece of music. 

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

The audio library is made up of musical improvisations focused on various elements that make up the language of music. This educational material was created at the request of music teachers who took part in Dalcroze eurhythmics lessons; it is aimed at anyone who teaches music, regardless of his/her training. It was designed with the aim of promoting the learning of music and the overall development of children and adults by associating body movement with music. This association is more than a simple “I move with the music”; it engages the primordial vehicle of the human being which enables all learning: the body. It is through the body – and bodily movement – that the human being feels, understands, integrates and best appropriates his or her learning.

The musical pieces offer a range of possibilities, from the simplest to the most complex; each of them is accompanied by teaching proposals adapted to the level of the pupils and to the size of the space available for body movement. These pieces are sometimes – but not always – grouped by theme (one per volume) and may present a progression in the level of difficulty.

To give meaning to this material, the teacher must first make it his/her own by listening to the piece of choice several times to memorize the unfolding of the music, in order to guide his/her pupils in an adequate manner. Then, he or she could read the text accompanying this piece and imagine the teaching process; or even design his/her own developments. He/she will need to adapt the ideas of the teaching guide or to invent new ones, to create preparatory exercises for the use of a piece, according to his/her teaching conditions.

The audio library is also aimed at professional students in Dalcroze Eurhythmics and anyone interested in the development of spontaneous musical creation. All the pieces can stimulate their imagination and accompany them on the path of improvisation. Being able to serve as examples to be explored in their own approach, these improvisations constitute a didactic resource for future rhythmics teachers. However, it is important to remember that this library should not be a substitute for their own musical creativity. Without excluding the contribution of recorded musical repertoire, the singularity of Dalcrozian pedagogy lies in the ability of teachers to create instantly the music best suited to stimulate or accompany body movement and present the musical elements under study. The Dalcrozian eurhythmics teacher improvises: he creates in the present moment, he takes risks and adapts to the immediate conditions in a spontaneity that these recordings cannot replace. However, I hope that this first edition will spark interest in the practice of improvisation and give as many people as possible access to the pleasure of learning music with their whole body.

Other volumes of the audio library will be released in the coming months; one of them consists of advanced-level pieces (volume X), intended for students pursuing Dalcroze professional training, for their personal practice of rhythm.

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

“resonance” osteophonic voices
May 2020
Sep 2020

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