[et_pb_section fb_built=”1″ _builder_version=”4.16″ _module_preset=”default” background_image=”https:\/\/stareyesmusiceducation.com\/wp-content\/uploads\/2020\/10\/cielback.png” custom_padding=”||963px|||” global_colors_info=”{}”][et_pb_row column_structure=”1_3,1_3,1_3″ _builder_version=”4.16″ _module_preset=”default” global_colors_info=”{}”][et_pb_column type=”1_3″ _builder_version=”4.16″ _module_preset=”default” global_colors_info=”{}”][et_pb_blurb title=”VOLUME 1 : pulsazione e locomozione” url=”https:\/\/stareyesmusiceducation.com\/it\/libreria-audio-volume-i\/” image=”https:\/\/stareyesmusiceducation.com\/wp-content\/uploads\/2020\/11\/Libreairia.jpg” _builder_version=”4.16″ _module_preset=”default” background_layout=”dark” animation_style=”fade” link_option_url=”https:\/\/stareyesmusiceducation.com\/it\/libreria-audio-volume-i\/” global_colors_info=”{}”]<\/p>\n
Questo volume comprende dieci brani musicali incentrati principalmente sul tema della locomozione. Attraverso la marcia, la corsa, il galoppo, i saltelli, la marcia lenta, dei passi di danza ecc., il corpo padroneggia la pulsazione che \u00e8 la base della musica. La pulsazione, nel corpo, si traduce con andature nello spazio. Non \u00e8 possibile sperimentare la pulsazione al di fuori della frase musicale. Dalla pulsazione alla misura al fraseggio, il volume I <\/strong>raggruppa queste nozioni musicali intimamente legate tra loro che danno vita e senso al discorso musicale.<\/p>\n [\/et_pb_blurb][\/et_pb_column][et_pb_column type=”1_3″ _builder_version=”4.16″ _module_preset=”default” global_colors_info=”{}”][et_pb_blurb title=”VOLUME 2 : pulsazione, suddivisione e raddoppio” url=”@ET-DC@eyJkeW5hbWljIjp0cnVlLCJjb250ZW50IjoicG9zdF9saW5rX3VybF9wYWdlIiwic2V0dGluZ3MiOnsicG9zdF9pZCI6IjE0MDYifX0=@” image=”https:\/\/stareyesmusiceducation.com\/wp-content\/uploads\/2021\/05\/Volume-2-italian.png” _builder_version=”4.16″ _dynamic_attributes=”url,link_option_url” _module_preset=”default” background_layout=”dark” animation_style=”fade” link_option_url=”@ET-DC@eyJkeW5hbWljIjp0cnVlLCJjb250ZW50IjoicG9zdF9saW5rX3VybF9wYWdlIiwic2V0dGluZ3MiOnsicG9zdF9pZCI6IjE0MDYifX0=@” global_colors_info=”{}”]<\/p>\n Il volume 2 si basa sulla nozione di pulsazione e sviluppa il concetto di divisione e moltiplicazione della pulsazione di base. Questo ci porta naturalmente a velocita\u0300 diverse, in precisa relazione tra loro. Queste relazioni implicano necessariamente relazioni tra le nozioni di tempo, spazio ed energia, tema centrale della pedagogia Dalcroze.<\/span> [\/et_pb_blurb][\/et_pb_column][et_pb_column type=”1_3″ _builder_version=”4.16″ _module_preset=”default” global_colors_info=”{}”][et_pb_blurb title=”VOLUME 3 : ritmi di base” url=”@ET-DC@eyJkeW5hbWljIjp0cnVlLCJjb250ZW50IjoicG9zdF9saW5rX3VybF9wYWdlIiwic2V0dGluZ3MiOnsicG9zdF9pZCI6IjI0MzkifX0=@” image=”https:\/\/stareyesmusiceducation.com\/wp-content\/uploads\/2022\/02\/Libreria_3_pochette.png” _builder_version=”4.16″ _dynamic_attributes=”url,link_option_url” _module_preset=”default” background_layout=”dark” animation_style=”fade” link_option_url=”@ET-DC@eyJkeW5hbWljIjp0cnVlLCJjb250ZW50IjoicG9zdF9saW5rX3VybF9wYWdlIiwic2V0dGluZ3MiOnsicG9zdF9pZCI6IjE0MDYifX0=@” global_colors_info=”{}”]<\/p>\n Il volume 3 presenta ritmi semplici, creati a partire dai diversi valori di nota presentati nei due volumi precedenti. Si tratta principalmente di combinazioni corto-corto-lungo e lungo-corto-corto. Lo scopo di questi brani musicali \u00e8 quello di introdurre una variet\u00e0 di attivit\u00e0 che permettano agli studenti di assimilare i ritmi musicali mentre sviluppano le abilit\u00e0 motorie e la coordinazione.<\/p>\n [\/et_pb_blurb][\/et_pb_column][\/et_pb_row][et_pb_row column_structure=”1_3,1_3,1_3″ _builder_version=”4.16″ _module_preset=”default” global_colors_info=”{}”][et_pb_column type=”1_3″ _builder_version=”4.16″ _module_preset=”default” global_colors_info=”{}”][et_pb_blurb title=”VOLUME 4 : contrasti” url=”https:\/\/stareyesmusiceducation.com\/it\/libreria-audio-volume-4\/” image=”https:\/\/stareyesmusiceducation.com\/wp-content\/uploads\/2023\/11\/LibreriaAudio4.png” _builder_version=”4.23″ _module_preset=”default” background_layout=”dark” animation_style=”fade” link_option_url=”https:\/\/stareyesmusiceducation.com\/it\/libreria-audio-volume-4\/” global_colors_info=”{}”]<\/p>\n Il tema dei contrasti e\u0300 un modo in cui i bambini piccoli possono iniziare a dare un significato a cio\u0300 che sentono. E\u0300 un ottimo strumento didattico per rendere consapevole quello che spesso e\u0300 un ascolto intuitivo. Mentre alcuni dei contrasti presenti in questo volume sono adatti ai bambini piu\u0300 piccoli, altri sono rivolti ai bambini piu\u0300 esperti e persino agli adulti. <\/span><\/p>\n<\/div>\n<\/div>\n<\/div>\n [\/et_pb_blurb][\/et_pb_column][et_pb_column type=”1_3″ _builder_version=”4.16″ _module_preset=”default” global_colors_info=”{}”][et_pb_blurb title=”VOLUME 5 : movimenti naturali” url=”@ET-DC@eyJkeW5hbWljIjp0cnVlLCJjb250ZW50IjoicG9zdF9saW5rX3VybF9wYWdlIiwic2V0dGluZ3MiOnsicG9zdF9pZCI6IjQ1MDMifX0=@” image=”https:\/\/stareyesmusiceducation.com\/wp-content\/uploads\/2024\/03\/Volume_5_Italian.png” _builder_version=”4.24.2″ _dynamic_attributes=”url,link_option_url” _module_preset=”default” background_layout=”dark” animation_style=”fade” link_option_url=”@ET-DC@eyJkeW5hbWljIjp0cnVlLCJjb250ZW50IjoicG9zdF9saW5rX3VybF9wYWdlIiwic2V0dGluZ3MiOnsicG9zdF9pZCI6IjE0MDYifX0=@” global_colors_info=”{}”]<\/p>\n Questo volume si avvicina al movimento naturale nel modo piu\u0300 semplice: la musica invita a muoversi liberamente, senza alcun pensiero particolare. Il concetto di complicita\u0300 tra la musica e il movimento dell’allievo e\u0300 alla base della ritmica di Jaques- Dalcroze. Cio\u0300 significa che cio\u0300 che il corpo fa e\u0300 aderente alla musica che l’allievo ascolta. Questa complicita\u0300 nutre sia il movimento che il significato musicale. <\/span><\/p>\n<\/div>\n<\/div>\n<\/div>\n [\/et_pb_blurb][\/et_pb_column][et_pb_column type=”1_3″ _builder_version=”4.16″ _module_preset=”default” global_colors_info=”{}”][et_pb_blurb title=” VOLUME 6 : frase e fraseggio” url=”https:\/\/stareyesmusiceducation.com\/it\/libreria-audio-volume-6\/” image=”https:\/\/stareyesmusiceducation.com\/wp-content\/uploads\/2024\/08\/Vol-6-IT.png” _builder_version=”4.27.0″ _module_preset=”default” background_layout=”dark” animation_style=”fade” link_option_url=”https:\/\/stareyesmusiceducation.com\/it\/libreria-audio-volume-6\/” global_colors_info=”{}”]<\/p>\n Il fraseggio e\u0300 l’arte di condurre un discorso musicale. Come il fraseggio del linguaggio parlato che trasmette il pensiero, il fraseggio musicale ha un’inflessione, un movimento, un’articolazione, una respirazione, una dinamica e una direzione che esprimono un’intenzione. Il movimento del corpo e l’uso dello spazio ci permettono di sentire il fraseggio, di prenderne coscienza e di esprimerlo in modo chiaro e globale. L’esperienza del fraseggio, una volta radicata nel corpo, porta a una comprensione intima della musica. <\/span><\/p>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n [\/et_pb_blurb][\/et_pb_column][\/et_pb_row][et_pb_row column_structure=”1_3,1_3,1_3″ _builder_version=”4.16″ _module_preset=”default” global_colors_info=”{}”][et_pb_column type=”1_3″ _builder_version=”4.16″ _module_preset=”default” global_colors_info=”{}”][et_pb_blurb title=”VOLUME 7 : misure binarie” url=”https:\/\/stareyesmusiceducation.com\/it\/libreria-audio-volume-7\/” image=”https:\/\/stareyesmusiceducation.com\/wp-content\/uploads\/2024\/12\/Libreria7.jpg” _builder_version=”4.27.4″ _module_preset=”default” background_layout=”dark” animation_style=”fade” link_option_url=”https:\/\/stareyesmusiceducation.com\/it\/libreria-audio-volume-7\/” global_colors_info=”{}”]<\/p>\n Questo volume affronta le misure binarie a 2, 3 e 4 tempi. Ci\u00f2 che le accomuna \u00e8 la divisione dei battiti, ma sono molto diverse tra loro. Tramite una serie di esercizi che coinvolgono tutto il corpo nel movimento, scopriamo la sensazione di avanti e indietro della misura a 2 tempi, il movimento circolare della misura a 3 tempi, e la durata – e quindi un maggiore utilizzo dello spazio – indotta dalla misura a 4 tempi.<\/p>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n [\/et_pb_blurb][\/et_pb_column][et_pb_column type=”1_3″ _builder_version=”4.16″ _module_preset=”default” global_colors_info=”{}”][et_pb_blurb title=”VOLUME 8 : misure ternarie” url=”https:\/\/stareyesmusiceducation.com\/it\/volume-8-misure-ternarie\/” image=”https:\/\/stareyesmusiceducation.com\/wp-content\/uploads\/2024\/12\/Libreria8.jpg” _builder_version=”4.27.4″ _module_preset=”default” background_layout=”dark” animation_style=”fade” link_option_url=”https:\/\/stareyesmusiceducation.com\/it\/volume-8-misure-ternarie\/” global_colors_info=”{}”]<\/p>\n Il volume 8 \u00e8 dedicato alla suddivisione composta. Come il volume 7, tratta le diverse misure, questa volta da 2 a 5 tempi, e in ordine crescente. Sempre utilizzando il movimento del corpo, si affronta la sensazione della durata complessiva della misura, la sensazione della durata dei battiti e la loro suddivisione in tre. Si familiarizza con le cellule ritmiche ternarie del trocheo e dell\u2019iambe (lungo-corto, corto-lungo), si gioca e si creano ritmi.<\/p>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n [\/et_pb_blurb][\/et_pb_column][et_pb_column type=”1_3″ _builder_version=”4.16″ _module_preset=”default” global_colors_info=”{}”][et_pb_blurb title=”VOLUME 9 : misure ineguali” url=”https:\/\/stareyesmusiceducation.com\/it\/libreria-audio-volume-9-misure-ineguali\/” image=”https:\/\/stareyesmusiceducation.com\/wp-content\/uploads\/2025\/04\/Libreria-9.jpg” _builder_version=”4.27.4″ _module_preset=”default” background_layout=”dark” animation_style=”fade” link_option_url=”https:\/\/stareyesmusiceducation.com\/it\/libreria-audio-volume-9-misure-ineguali\/” hover_enabled=”0″ global_colors_info=”{}” title_text=”Libreria-9″ sticky_enabled=”0″]<\/p>\n Dopo le misure binarie e ternarie, che trattano la suddivisione di una pulsazione regolare per due o tre, si passa alle misure a tempi ineguali. Ora sono le suddivisioni che impongono una durata di uguale valore, portando a una variazione della durata di ogni battito, principalmente raggruppandole in due o tre. La musica a tempi diseguali rivela la ricchezza di molte culture e vi d\u00e0 un’irresistibile voglia di ballare!<\/p>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n [\/et_pb_blurb][\/et_pb_column][\/et_pb_row][et_pb_row column_structure=”1_3,1_3,1_3″ _builder_version=”4.16″ _module_preset=”default” global_colors_info=”{}”][et_pb_column type=”1_3″ _builder_version=”4.16″ _module_preset=”default” global_colors_info=”{}”][et_pb_blurb title=”VOLUME 10\u00a0: \u00ab\u00a0un passo in pi\u00f9\u00a0\u00bb” url=”https:\/\/stareyesmusiceducation.com\/it\/volume-10-un-passo-in-piu\/” image=”https:\/\/stareyesmusiceducation.com\/wp-content\/uploads\/2025\/04\/Libreria-10.jpg” _builder_version=”4.27.4″ _module_preset=”default” background_layout=”dark” animation_style=”fade” link_option_url=”https:\/\/stareyesmusiceducation.com\/it\/volume-10-un-passo-in-piu\/” hover_enabled=”0″ global_colors_info=”{}” title_text=”Libreria-10″ sticky_enabled=”0″]<\/p>\n L’ultimo volume della serie riunisce diversi elementi di apprendimento rivolti a un livello pi\u00f9 avanzato. [\/et_pb_blurb][\/et_pb_column][et_pb_column type=”1_3″ _builder_version=”4.16″ _module_preset=”default” global_colors_info=”{}”][\/et_pb_column][et_pb_column type=”1_3″ _builder_version=”4.16″ _module_preset=”default” global_colors_info=”{}”][\/et_pb_column][\/et_pb_row][et_pb_row _builder_version=”4.16″ _module_preset=”default” global_colors_info=”{}”][et_pb_column type=”4_4″ _builder_version=”4.16″ _module_preset=”default” global_colors_info=”{}”][et_pb_testimonial author=”Lisa Parker” job_title=”Former Director of the Dalcroze Studies at the Music School of Longy (MA)” portrait_url=”https:\/\/stareyesmusiceducation.com\/wp-content\/uploads\/2020\/10\/ciel1.png” portrait_width=”90px” _builder_version=”4.16″ _module_preset=”default” background_color=”#b3b3b3″ animation_style=”fade” global_colors_info=”{}”]<\/p>\n \u201cThis is a truly wonderful collection! The beautiful music of Fran\u00e7oise Lombard is perfect for the suggested activity and still she invites the teacher, or the students, to invent other activities and movements.<\/span> The selections are short so that no one gets tired. There is always something to listen for!<\/span> [\/et_pb_testimonial][et_pb_testimonial author=”Cheng-Feng Lin ” job_title=”Co-Director of Studies, Dalcroze Canada” portrait_url=”https:\/\/stareyesmusiceducation.com\/wp-content\/uploads\/2020\/12\/dalcroze.png” portrait_width=”90px” _builder_version=”4.16″ _module_preset=”default” background_color=”#b3b3b3″ animation_style=”fade” global_colors_info=”{}”]<\/p>\n \u201cListening to Fran\u00e7oise’s improvisation in this audio library has been inspiring. Often I find myself standing up and I begin to move while listening. I listen as a Dalcrozian, recognizing its rich pedagogical potential. I also listen just for enjoyment as I immerse in the imaginative music. For Dalcroze students in training, it may serve as examples when they learn to improvise in the teaching context. For classroom music teachers, the recording becomes an indispensable aid for nourishing the students’ ears and their movement experience. Thank you, Fran\u00e7oise, for sharing your creation with us.\u201d\u00a0<\/span><\/p>\n [\/et_pb_testimonial][et_pb_testimonial author=”Dr Ruth Alperson” job_title=”Eurhythmic teacher in NYC\u2028” portrait_url=”https:\/\/stareyesmusiceducation.com\/wp-content\/uploads\/2020\/10\/ciel1.png” portrait_width=”90px” _builder_version=”4.16″ _module_preset=”default” background_color=”#b3b3b3″ animation_style=”fade” global_colors_info=”{}”]<\/p>\n \u201cYour work touches me deeply, your tone, your use of words – words of explanation in your teaching and your writing are clear,\u00a0and provide so much information, very simply – your easy organization, and of course, the music.\u00a0 There is a calm : it is like the calm of your speech, and your person, that emerges through the music.\u00a0 For example, your tempi are on the slow side, and there is no rushing.\u00a0 The tempi are so real, and human.\u00a0 They are absolutely a reflection of, a model of being with the movement, being it, becoming it, resonating with it . . . all of these things. [\/et_pb_testimonial][et_pb_testimonial author=”Dr Louise Mathieu ” job_title=”Director of Studies, Dalcroze Canada ” company_name=”President of the College of the Institut Jaques-Dalcroze (Geneva) ” portrait_url=”https:\/\/stareyesmusiceducation.com\/wp-content\/uploads\/2020\/10\/ciel1.png” portrait_width=”90px” _builder_version=”4.16″ _module_preset=”default” background_color=”#b3b3b3″ animation_style=”fade” global_colors_info=”{}”]<\/p>\n “The musical pieces that a music teacher uses in his or her lessons attract the attention, listening and interest of the student. They are the raw material of the music class and are at the heart of the musical experience for both the child and the adult. In her Audio Library, Fran\u00e7oise Lombard offers us magnificent musical improvisations constructed in such a way as to emphasize a specific element of the musical language. Each piece is accompanied by a description of activities that can be performed in class. Based on the Jaques-Dalcroze Eurhythmics, the proposed exercises use body movement, which contributes to a deep understanding of music and promotes the overall development of the individual. This Library is remarkable and a source of inspiration – both musical and pedagogical – for anyone interested in music education. I highly recommend it!”<\/p>\n [\/et_pb_testimonial][et_pb_testimonial author=”Weronika Balewski” job_title=”Flutist and Dalcroze teacher” portrait_url=”https:\/\/stareyesmusiceducation.com\/wp-content\/uploads\/2020\/10\/ciel1.png” portrait_width=”90px” _builder_version=”4.16″ _module_preset=”default” background_color=”#b3b3b3″ animation_style=”fade” global_colors_info=”{}”]<\/p>\n \u201c… I feel like the Dalcroze spirit of creativity and discovery is shining through your project \u2026\u201d<\/span><\/p>\n [\/et_pb_testimonial][et_pb_testimonial author=”Isabelle Jacquelinet ” job_title=”Music teacher, Amis-du-Monde, Elementary School, Montreal” portrait_url=”https:\/\/stareyesmusiceducation.com\/wp-content\/uploads\/2020\/10\/ciel1.png” portrait_width=”90px” _builder_version=”4.16″ _module_preset=”default” background_color=”#b3b3b3″ animation_style=”fade” global_colors_info=”{}”]<\/p>\n “… how relevant, precise, beautiful, light, joyful … Thank you also for sharing your melodies to improvise.<\/p>\n It will be useful to all those who know that music is already lived and expressed through and in the body, whether you are an instrumentalist or a singer.”<\/p>\n [\/et_pb_testimonial][et_pb_testimonial author=”Emilie Bernard” job_title=”Music teacher” company_name=”Barclay and Marie-Rivier, Elementary School, Montreal” portrait_url=”https:\/\/stareyesmusiceducation.com\/wp-content\/uploads\/2020\/10\/ciel1.png” portrait_width=”90px” _builder_version=”4.16″ _module_preset=”default” background_color=”#b3b3b3″ animation_style=”fade” global_colors_info=”{}”]<\/p>\n \u201cI can now offer curated and pedagogical aesthetic experiences to my music students through Fran\u00e7oise\u2019s quality interpretations!\u201d<\/span><\/p>\n [\/et_pb_testimonial][\/et_pb_column][\/et_pb_row][\/et_pb_section]<\/p>\n","protected":false},"excerpt":{"rendered":" Questo volume comprende dieci brani musicali incentrati principalmente sul tema della locomozione. Attraverso la marcia, la corsa, il galoppo, i saltelli, la marcia lenta, dei passi di danza ecc., il corpo padroneggia la pulsazione che \u00e8 la base della musica. La pulsazione, nel corpo, si traduce con andature nello spazio. Non \u00e8 possibile sperimentare la […]<\/p>\n","protected":false},"author":1,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_et_pb_use_builder":"on","_et_pb_old_content":"","_et_gb_content_width":"","footnotes":""},"class_list":["post-2601","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/stareyesmusiceducation.com\/it\/wp-json\/wp\/v2\/pages\/2601","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/stareyesmusiceducation.com\/it\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/stareyesmusiceducation.com\/it\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/stareyesmusiceducation.com\/it\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/stareyesmusiceducation.com\/it\/wp-json\/wp\/v2\/comments?post=2601"}],"version-history":[{"count":28,"href":"https:\/\/stareyesmusiceducation.com\/it\/wp-json\/wp\/v2\/pages\/2601\/revisions"}],"predecessor-version":[{"id":4879,"href":"https:\/\/stareyesmusiceducation.com\/it\/wp-json\/wp\/v2\/pages\/2601\/revisions\/4879"}],"wp:attachment":[{"href":"https:\/\/stareyesmusiceducation.com\/it\/wp-json\/wp\/v2\/media?parent=2601"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}
Alcuni brani affrontano argomenti trattati nei volumi precedenti (cambi di misure, canone, misure ineguali, dettato ritmico e melodico) a un livello pi\u00f9 complesso; altri introducono la nozione di polimetria, cio\u00e8 la sovrapposizione di due valori metrici diversi all’interno della stessa misura, ad esempio due tempi di valore ternario (6\/8) con tre tempi di valore binario (3\/4). Le polimetrie proposte sono 2><3, 3><4, 5><2, 5><3.<\/p>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n
It can also be used as a study of improvisation – how to play a simple introduction,\u00a0 develop an idea,\u00a0 modulate, what makes a good contrast, etcetera.<\/span>
I recommend it to any classroom music teacher who wants to explore movement as a way to learn to listen.\u201d<\/span><\/p>\n
Your music provides rich examples for teachers who are immersing themselves in Dalcroze eurhythmics classes with you, and would like to learn how to apply the work in their classrooms.\u00a0 One can hear and feel the movement you are playing for, while listening to your improvised music at the piano.\u00a0 The Audio Library provides a unique way for teachers and students of eurhythmics to\u00a0learn through active listening, moving to the music, then reading your explanation and analysis.\u201d \u00a0<\/p>\n