The purpose of this study was to investigate the teaching process of one Dalcroze teacher, with the focus on her Solfège-Eurhythmics curriculum in a grade three elementary music talented class. The qualitatively-oriented descriptive case study was conducted to one Dalcroze-licensed teacher. Through classroom observation, interview, videotaping and teaching documents syntheses, the researcher thoroughly analyzed and studied her before-teaching preparation and in-class teaching implementation.

The conclusions were drawn as follows:

Regarding the before-teaching preparation of this Dalcroze teacher, it had to do with her teaching beliefs, instructional objectives, curriculum design and materials selection. The Dalcroze teacher made a point of the beliefs behind Dalcroze Eurhythmics and the position of all-around education. With the focus placed on improving students’ basic music knowledge and skills, the curriculum involved the teaching dimension of Solfège, Eurhythmics and Improvisation. The teaching materials of distinct beat and clear musical forms were used.

As to the in-class teaching implementation of this Dalcroze teacher, it mainly involved tempo instruction, phrasing instruction, assessment, classroom management as well as space utilization, which were stated as follows:

Firstly, the Dalcroze teacher’s tempo instruction emphasized the construction of class-based tempo and the nurturing of relative tempo perception.

Secondly, the Dalcroze teacher’s phrasing instruction adopted sound signals as the main teaching tool. She selected regularly-phrased teaching materials to build up students’ perception of phrasing.

Thirdly, the Dalcroze teacher adopted multiple approaches of assessment to accommodate students differences, to provide opportunities for their self-correction, and to form the basis for her teaching content adjustment.

Fourthly, the Dalcroze teacher managed her class through team collaboration and group leaders. A positive and active teaching atmosphere was molded by setting up clear rules and award system.

Finally, the Dalcroze teacher was able to make the best of classroom to provide appropriate body movement space, which made possible the interaction of “time-space-energy” and the development of students’ spatial sensitivity.

The researcher then proposed the implications for music teaching and suggestions for future study as references.

Keywords: Dalcroze, teaching process, music talented class, Solfège-Eurhythmics, music

teaching method