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National College Credit Recommendation Service
Diller-Quaile School of Music, Inc. (The) | Evaluated Learning Experience
Dalcroze Core Subjects: Eurhythmics, Solfege, Improvisation - Level: Intermediate (508A)
The Diller-Quaile School of Music, 24 East 95th Street, New York, NY 10128.
September 2014 - December 2017.
Instructional delivery format:
Traditional classroom model
Eurhythmics: Upon successful completion of the course, students will be able to: review the fundamentals of rhythm kinesthetically. These fundamentals include: meter, phrasing, tempo, dynamics, pulse levels, and rhythmic patterns; apply kinesthetic awareness to cognitive analysis of rhythm in simple, compound, and mixed meters; relate and apply movement experiences to rhythmic notation in simple, compound, and mixed meters; conduct and move simultaneously with accuracy and fluency; develop cognitive understanding and physical mastery of complex subjects such 6/8-3/4 transformations, hemiola, functions of complementary rhythm, and varieties of measure shape; demonstrate ability to improvise with rhythmic fundamentals; and relate Dalcroze techniques to students' own listening, practicing, performing, and teaching; Solfege: demonstrate ability to sing in and listen for good intonation; demonstrate fluency in singing with fixed do solfege syllables; demonstrate fluency in singing with numbers (identifying degrees of the scale); analyze and become proficient in singing Dalcroze Do-to-do scales in Major keys; develop the ability to improvise vocally; apply solfege skills to sight singing; perform Sing/Plays - playing one line while singing another; demonstrate ability to sing canons in a group, while listening to counterpoint and resultant harmony; compose and, if necessary, revise a canon with at least two different harmonies; relate modes to Do-to-do scales; develop pitch sensitivity, intonation, and expressive singing; enlarge the listening capacity. Improvisation: apply material from Solfege and Eurhythmics experiences to Improvisation at the keyboard, other instruments, and vocally; demonstrate ability to improvise with clear phrasing and form; demonstrate ability to improvise over increasingly complex harmonic structures; demonstrate ability to harmonize melodies, (commensurate with the piano skills of each student, which will differ); demonstrate ability to play in partners, creating coherent work together; demonstrate ability to improvise with modes; demonstrate ability to play for a variety of movements; and evaluate improvisation based on phrasing, repetition, and contrast.
Instruction follows the tenets of the first semester with Eurhythmics, Solfege, and Improvisation as the basic means to train the mind, body, and ear. In Eurhythmics, participants deal with increasingly complex aspects of rhythm, tempo, and dynamics, as they work in mixed meter and metric conversions. Participants learn to demonstrate canonic and contrapuntal lines both in group activities and in independent challenges, such as stepping one line and clapping another. They are also asked to reflect musical concepts in their own choreography. In Solfege, participants work with minor scales and modes in addition to the major scale. Class exercises require them to listen with sensitivity and sing with good intonation as they manipulate the building blocks of melody, tonality and basic harmony. They also gain experience in writing exercises and pieces that reflect their understanding. Improvisation at the keyboard allows participants to work with the concepts addressed in both Eurhythmics and Solfege. They improvise both in partners and as soloists, gaining skills in listening as well as playing, and finding solutions to the challenges posed by the instructor. Further readings are assigned to provide insight into the Dalcroze approach, and students write short papers on topics that relate what they have learned in class to their own teaching and studying. Participants continue to compile portfolios of their written assignments as well as audio tapes of their improvisation and Solfege homework. (Prerequisite: 505A or by audition.)
In the graduate degree category, 2 semester hours in Music, Music Education, or Dalcroze Studies (8/14 Administrative Review) (12/16 Administrative Review). NOTE: Courses 508A and 508B together constitute a full semester course in Music, Music Education, or Dalcroze Studies.