Philosophy and Concept
In Barbara Ellsworth's philosophy, each student's individuality and his/her
edification is the center of attention. It is her objective to initiate a process
of learning in which curiosity, motivation, enthusiasm, and creativity can be
its driving force. She strives not only to provide the essential
comprehensive knowledge, but also to take a methodological approach that
provides tools for independent thinking, experience and working. The
students are encouraged to develop responsibility for his/her studies, and
to be able to apply his/her knowledge into the elected subject area, as well
as to establish connections to other areas. All obtained knowledge should
become a resource for the individual's life and profession, and further
contribute to the cultural development and intellectual growth of the
community in which he/she lives and works.
effectively internalized into B. Ellsworth's style. This occurs not only in her
movement concept, but also in her piano pedagogy. Most subjects of
musical and other artistic nature can be processed by and transferred to
the interplay between the body and mind. This effective method of
experiencing, rather than processing subjects solely by the mind,
stimulates a longer and more effective process of learning. It stirs the
artistic and creative, as well as the intellectual energies and resources of
the individual. The edification of the student's personality and skills, as well
as the respect towards his/her independent mind and individuality are dealt
with considerably.
In the following are her most relevant objectives based upon the ideas of
the Dalcroze pedagogy.
- Train rhythmic/physical abilities (perceived rhythmic stimuli initiate
physical reaction and response, and train the muscular and nervous
system) - Sensitize perception and awareness (many exercises and experiences
in various areas of activities promote the senses, especially the kinesthetic,
the conglomerate of all the senses) - Nurture individuality, imaginary, and originality by creating situations
and initiating the process of finding, inventing, experimenting, improvising,
and composing (each individual develops his or her own valid ideas that are
not subjects to be judged, but to be guided) - Develop and strengthen fantasy and artistic, expressive qualities of
the individual, opening a pathway towards self-expression, creativity, and
individual style (the individual needs opportunities to find him- or her in order
to develop an individual style in his or her artistic performance)
The concept is based on the idea of educating to and with music, affecting
the individual as a whole person or entity. The fundamentals or elements of
MUSIC and MOVEMENT underlay the given subjects, which are processed
through the dynamics of a group setting. All instructions are group
oriented. Interaction, non-verbal communication, and play are the main
character of the activities in which learning takes place.
identical.
In music they are rhythm - dynamics - tempo - phrasing - form - harmony -
character. Movement adds the physical dimensions to the abstract,
intellectual musical thought, structure, and process. The physical
components are: time - space - energy - weight - balance
All the elements that derive from music can be applied to, or transferred to
movement and vice versa. Space is a dimension that applies solely to
movement even though we can perceive it in our abstract thought. All
elements can be expressed through music or movement.
Other art forms such as painting, sculpture, and poetry, contain the same
basic elements as movement and music. They are therefore included in the
concept and can occur as subject areas to be worked on. For example, a
sculpture can express a glimpse of movement, whereas movement can
freeze to become a sculpture, converting to liveliness through movement. A
poem can be interpreted through movement and gesture, associating to its
form, rhythm, meaning, and contents.
A typical eurhythmics lesson is meant and designed to be a process.
Selectively chosen and planned subjects deriving from diverse art forms are
suggested as initial ideas imposed by the teacher. The group develops these
initial ideas by interacting, finding, experimenting, inventing, improvising,
and composing.
A very basic pedagogical approach characteristic to this type of learning
process is to let the individual or the groups develop an answer or solution
through the interactive process of the activity. This approach shows how
the method incorporates Pestalozzi's educational concept. He was
convinced that a student should not receive given answers, but should find
these by experience. This is a major component of the Dalcroze principle.
In the following are some of the typical experience areas which will occur in
a session:
- Improvisation, invention, creation
- Coordination, balance
- Concentration, reaction, response
- Non-verbal communication, interaction, play
- Body-awareness and movement-techniques, relaxation
- Body-mind skills
- Leading and following
- Structure and form
- Spontaneity and creativity
Most sessions will contain combinations of these areas, intertwined with a
musical subject, and challenging physical and mental, but also social
activity.
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