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An Investigation of Dalcroze-Inspired Embodied Movement

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An Investigation of Dalcroze-Inspired Embodied Movement AN INVESTIGATION OF DALCROZE-INSPIRED EMBODIED MOVEMENT WITHIN UNDERGRADUATE CONDUCTING COURSEWORK by NICHOLAS J. MARZUOLA Submitted in partial fulfillment of the requirements For the degree of Doctor of Philosophy Dissertation Advisor: Dr. Nathan B. Kruse Department of Music CASE WESTERN RESERVE UNIVERSITY May, 2019 CASE WESTERN RESERVE UNIVERSITY SCHOOL OF GRADUATE STUDIES We hereby approve the dissertation of Nicholas J. Marzuola, candidate for the degree of Doctor of Philosophy*. (signed) Dr. Nathan B. Kruse (chair of the committee) Dr. Lisa Huisman Koops Dr. Matthew L. Garrett Dr. Anthony Jack (date) March 25, 2019 *We also certify that written approval has been obtained for any proprietary material contained therein. 2 Copyright © 2019 by Nicholas J. Marzuola All rights reserved 3 DEDICATION To Allison, my loving wife and best friend. 4 TABLE OF CONTENTS TABLE OF CONTENTS .................................................................................................... 5 LIST OF FIGURES .......................................................................................................... 10 ACKNOWLEDGEMENTS .............................................................................................. 11 ABSTRACT ...................................................................................................................... 13 CHAPTER ONE, INTRODUCTION ............................................................................... 15 History of Conducting ................................................................................................... 16 Ensemble Participation in the United States ................................................................. 23 Community Music ..................................................................................................... 24 Singing Schools and Vocal Music ............................................................................. 24 Brass Bands and Orchestras ...................................................................................... 25 Instrumental Music in the Schools ............................................................................ 27 Conducting Education in the United States................................................................... 29 Contemporary Methods of Conducting Pedagogy .................................................... 30 Conducting Classes Today ........................................................................................ 31 Embodiment and Disembodiment ................................................................................. 33 Embodiment in Music Education .............................................................................. 35 Chapter Summary .......................................................................................................... 37 Need for the Study......................................................................................................... 38 Purpose Statement ......................................................................................................... 40 Research Questions.................................................................................................... 40 Definitions ................................................................................................................. 41 CHAPTER TWO, RELATED LITERATURE ................................................................ 43 5 The Mind-Body Problem .............................................................................................. 44 The Historical Roots of Dualism ............................................................................... 45 Mind-Body Problem in Development and Learning ................................................. 49 Dalcroze Eurhythmics ................................................................................................... 52 Eurhythmics as an Approach ..................................................................................... 53 Emile Jaques-Dalcroze before Eurhythmics .............................................................. 57 Eurhythmics in the United States .............................................................................. 63 Dalcroze Eurhythmics in Music Education Research ............................................... 67 Dalcroze in Beginning Conductor Research ............................................................. 70 Chapter Summary .......................................................................................................... 74 CHAPTER THREE, METHODOLOGY ......................................................................... 76 Purpose Statement ......................................................................................................... 76 Research Questions.................................................................................................... 76 Qualitative Research ..................................................................................................... 77 Case Study ................................................................................................................. 77 Current Study Design ................................................................................................ 80 Researcher Lens ............................................................................................................ 81 Personal Considerations ............................................................................................ 81 Participant Selection ...................................................................................................... 84 Ethical Considerations ............................................................................................... 85 Data Collection and Analysis ........................................................................................ 87 Interviews .................................................................................................................. 88 Observation and Field Notes ..................................................................................... 88 6 Course Documents ..................................................................................................... 89 Participant Journaling ................................................................................................ 89 Email Communication ............................................................................................... 89 Data Analysis ............................................................................................................. 89 Trustworthiness ......................................................................................................... 90 Methodological Limitations .......................................................................................... 91 Reporting the Findings .................................................................................................. 93 CHAPTER FOUR, FRONTIER STATE UNIVERSITY: MOVING THE BODY ......... 94 Plains, Prairies, and Badlands ....................................................................................... 94 The Setting: Frontier State University ....................................................................... 97 Participants ................................................................................................................ 99 Conducting Class ..................................................................................................... 105 It is About the Body................................................................................................. 112 Summary ..................................................................................................................... 117 CHAPTER FIVE, RIVERS UNIVERSITY: AN EMBODIED PEDAGOGY IN MOTION......................................................................................................................... 119 A Campus, School, and Classroom in Motion ............................................................ 119 The Setting: Rivers University ................................................................................ 121 Participants .............................................................................................................. 121 An Embodied Pedagogy in Action .......................................................................... 140 Summary ..................................................................................................................... 149 CHAPTER SIX, CROSS-CASE ANALYSIS AND DISCUSSION .............................. 150 A Holistic and Embodied Approach ........................................................................ 152 7 A Natural Fit for Conducting Education ................................................................. 162 A Vehicle for Discovery .......................................................................................... 169 Summary ..................................................................................................................... 180 CHAPTER SEVEN, PRELIMINARY ASSERTIONS AND IMPLICATIONS ........... 181 Preliminary Assertions about the Quintain ................................................................. 181 Confident Conductors .............................................................................................. 182 Students’ Sense of Body .........................................................................................
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