STORIES STUDENTS TELL ABOUT THEIR LIVED EXPERIENCES OF SPIRITUALITY IN THE DALCROZE CLASS

Habron, John and Van der Merwe, Liesl STORIES STUDENTS TELL ABOUT THEIR LIVED EXPERIENCES OF SPIRITUALITY IN THE DALCROZE CLASS. British Journal of Music Education. ISSN 0265-0517 (In Press)

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Abstract

This article is a narrative inquiry of the lived spiritual experiences of students participating in Dalcroze Eurhythmics training. Previous studies have located Jaques-Dalcroze’s own writings and thought within the context of spirituality and have explored the spiritual experiences of Dalcroze teachers, but students’ perspectives remain to be investigated. We interviewed seven students, broadly defined as anyone currently attending regular Dalcroze training or who have recently attended Dalcroze courses and still considers themselves Dalcroze students. Various strategies for narrative data analysis were synthesized into our own coding scheme. Themes emerged from the data analysis: situation, continuity, personal interaction, social interaction and significant moments. The themes helped us construct a fictive conversation between the participants, using direct quotations from the interviews. Implications for practice focus on what inhibits and promotes experiences of spirituality in the Dalcroze class. This research will be relevant to music educators, as it gives clear, evidence-based guidelines on how opportunities for spirituality can be created in the Dalcroze classroom. It also offers an original synthesis of existing coding schemes for other researchers undertaking narrative inquiries.

Item Type:	Article
Subjects:	M Music and Books on Music > M Music
Depositing User:	Thomas Wise
Date Deposited:	11 Oct 2019 10:26
Last Modified:	02 Mar 2020 11:03
URI:	http://repository.rncm.ac.uk/id/eprint/75

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