{"id":{"repo_id":"toronto-retro","oai_identifier":"oai:utoronto.scholaris.ca:1807/70923"},"canonical_url":"https://search.dev.ndltd.org/etd/toronto-retro/oai:utoronto.scholaris.ca:1807/70923","repository":{"repo_id":"toronto-retro","name":"University of Toronto","base_url":"https://utoronto.scholaris.ca/server/oai/request"},"display":{"title":"Education in and by rhythm: Exploring holistic experiences in Dalcroze pedagogy","abstract":"Holistic education seeks to engage students intellectually, physically, spiritually, and emotionally, and to build connections between the student’s inner and outer worlds. Dalcroze Eurhythmics is an approach to music education that uses movement to teach musical concepts in a socially interactive setting. Jaques-Dalcroze developed a system of rhythmic training to provide a foundation for later musical studies; his méthode also provides students with increased awareness of self and of social and spatial relationships and interactions. This dissertation investigates holistic education as it occurs in Dalcroze pedagogy. Five Dalcroze teachers and students with varying levels of experience were asked to consider and express holistic learning experiences they encountered when participating in Dalcroze classes. The data is developed and portrayed as narratives, guided by the qualitative research philosophies of Beattie, Eisner, and Clandinin and Connelly. The ensuing discussion explores emergent themes that illustrate holistic aspects of the participants’ lived experiences. Dominant themes include: community, global education, mindfulness, transformational learning, creativity, personal connections, and emotional involvement.","abstract_html":"Holistic education seeks to engage students intellectually, physically, spiritually, and emotionally, and to build connections between the student’s inner and outer worlds. Dalcroze Eurhythmics is an approach to music education that uses movement to teach musical concepts in a socially interactive setting. Jaques-Dalcroze developed a system of rhythmic training to provide a foundation for later musical studies; his méthode also provides students with increased awareness of self and of social and spatial relationships and interactions. This dissertation investigates holistic education as it occurs in Dalcroze pedagogy. Five Dalcroze teachers and students with varying levels of experience were asked to consider and express holistic learning experiences they encountered when participating in Dalcroze classes. The data is developed and portrayed as narratives, guided by the qualitative research philosophies of Beattie, Eisner, and Clandinin and Connelly. The ensuing discussion explores emergent themes that illustrate holistic aspects of the participants’ lived experiences. Dominant themes include: community, global education, mindfulness, transformational learning, creativity, personal connections, and emotional involvement.","abstract_has_math":false,"creators":["Dutton, Sharon Elizabeth"],"institution":null,"degree_name":null,"degree_level":null,"degree_discipline":null,"degree_department":"Curriculum, Teaching and Learning","school":null,"contributors":[],"advisors":["Miller, John P"],"committee_chairs":[],"committee_members":[],"year":2015,"date_issued":"2015-11","date_published":"2015-11","updated_at":"2026-07-27T21:28:02Z","subjects":["Dalcroze pedagogy","eurhythmics","holistic education","music education","spirituality in education"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"http://hdl.handle.net/1807/70923","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.advisor","label":"Advisor","values":["Miller, John P"]},{"key":"dc:contributor.department","label":"Department","values":["Curriculum, Teaching and Learning"]},{"key":"dc:creator","label":"Author","values":["Dutton, Sharon Elizabeth"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2015-11"]},{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2016-01-13T05:08:15Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2016-01-13T05:08:15Z"]},{"key":"dc:date.issued","label":"Date","values":["2015-11"]},{"key":"dc:type","label":"Dc Type","values":["Thesis"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Dalcroze pedagogy","eurhythmics","holistic education","music education","spirituality in education"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.uri","label":"Identifier URI","values":["http://hdl.handle.net/1807/70923"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Holistic education seeks to engage students intellectually, physically, spiritually, and emotionally, and to build connections between the student’s inner and outer worlds. Dalcroze Eurhythmics is an approach to music education that uses movement to teach musical concepts in a socially interactive setting. Jaques-Dalcroze developed a system of rhythmic training to provide a foundation for later musical studies; his méthode also provides students with increased awareness of self and of social and spatial relationships and interactions. This dissertation investigates holistic education as it occurs in Dalcroze pedagogy. Five Dalcroze teachers and students with varying levels of experience were asked to consider and express holistic learning experiences they encountered when participating in Dalcroze classes. The data is developed and portrayed as narratives, guided by the qualitative research philosophies of Beattie, Eisner, and Clandinin and Connelly. The ensuing discussion explores emergent themes that illustrate holistic aspects of the participants’ lived experiences. Dominant themes include: community, global education, mindfulness, transformational learning, creativity, personal connections, and emotional involvement."]},{"key":"dc:description.degree","label":"Dc Description Degree","values":["Ph.D."]},{"key":"dc:title","label":"Title","values":["Education in and by rhythm: Exploring holistic experiences in Dalcroze pedagogy"]}]}],"canonical_facts":{"dc:contributor.advisor":["Miller, John P"],"dc:contributor.department":["Curriculum, Teaching and Learning"],"dc:creator":["Dutton, Sharon Elizabeth"],"dc:date":["2015-11"],"dc:date.accessioned":["2016-01-13T05:08:15Z"],"dc:date.available":["2016-01-13T05:08:15Z"],"dc:date.issued":["2015-11"],"dc:description.abstract":["Holistic education seeks to engage students intellectually, physically, spiritually, and emotionally, and to build connections between the student’s inner and outer worlds. Dalcroze Eurhythmics is an approach to music education that uses movement to teach musical concepts in a socially interactive setting. Jaques-Dalcroze developed a system of rhythmic training to provide a foundation for later musical studies; his méthode also provides students with increased awareness of self and of social and spatial relationships and interactions. This dissertation investigates holistic education as it occurs in Dalcroze pedagogy. Five Dalcroze teachers and students with varying levels of experience were asked to consider and express holistic learning experiences they encountered when participating in Dalcroze classes. The data is developed and portrayed as narratives, guided by the qualitative research philosophies of Beattie, Eisner, and Clandinin and Connelly. The ensuing discussion explores emergent themes that illustrate holistic aspects of the participants’ lived experiences. Dominant themes include: community, global education, mindfulness, transformational learning, creativity, personal connections, and emotional involvement."],"dc:description.degree":["Ph.D."],"dc:identifier.uri":["http://hdl.handle.net/1807/70923"],"dc:subject":["Dalcroze pedagogy","eurhythmics","holistic education","music education","spirituality in education"],"dc:title":["Education in and by rhythm: Exploring holistic experiences in Dalcroze pedagogy"],"dc:type":["Thesis"]},"updated_at":"2026-07-27T21:28:02Z"}