Audio Library Volume I “Pulsation & Locomotion”

by Françoise Lombard

VOLUME 2: beat, subdivision and multiple

VOLUME 3: “Basic Rhythms”

VOLUME 4: contrasts

VOLUME 5: natural movements

VOLUME 6: phrasing

VOLUME 7: simple meter

VOLUME 8: compound meter

VOLUME 9: unequal beats

VOLUME 10: “one more step”

VOLUME 1 : pulsation & locomotion

This volume includes ten musical pieces mostly focused on the theme of locomotion. Through walking, running, skipping, slow walking, dance steps etc., the pulsation, which is the basis of music, is incarnated in the body. The pulsation (beat), in the body, results in steps. From pulsation to measure, and then to phrasing, VOLUME I brings together these musical notions intimately linked to each other, which give life and meaning to the musical discourse.

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Teachers guide

TRACK 1 EDUCATIONAL CONTENT from the guide

This music has a regular pulsation which lends itself to walking: walking following the pulsation = one step for each sound. What is the style of this music? What type of landscape are we in? Walk in rhythm in the landscape that we imagine (the desert?) And stop sometimes (teacher’s signal in connection with the musical phrases), to mime an activity, always in the same tempo as the music; then return to walking. Walk and change direction when you hear the beginning of a new phrase.This music has a regular pulsation which lends itself to walking: walking following the pulsation = one step for each sound. What is the style of this music? What type of landscape are we in? Walk in rhythm in the landscape that we imagine (the desert?) And stop sometimes (teacher’s signal in connection with the musical phrases), to mime an activity, always in the same tempo as the music; then return to walking. Walk and change direction when you hear the beginning of a new phrase.

For pedagogical use only

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Course notes

Track 1 : walk

This music has a regular pulsation which lends itself to walking: walking following the pulsation = one step for each sound. What is the style of this music? What type of landscape are we in? Walk in rhythm in the landscape that we imagine (the desert?) And stop sometimes (teacher’s signal in connection with the musical phrases), to mime an activity, always in the same tempo as the music; then return to walking. Walk and change direction when you hear the beginning of a new phrase.

Improvisation exercises

  1. Harmonize the melody with chords of 3 or 4 notes (1 chord / measure) to create a sequence of 4 chords; then choose 4 other chords to create a second phrase. Invent a melody above the chords. Repeat the first phrase and find 4 chords to end the piece (4 phrases of 4 measures in total). Complete the melody.

  2. Transpose your entire piece (4 phrases of 4 bars) one tone above or below the original key. Modify the melody, the touch and/or the dynamics to create contrasts; create an ABA form by inserting the second part transposed between the first part and the third (which is a repetition of the first).

This material is intended to promote the learning of music through body movement, but it does not constitute a professional “music and movement” training. Therefore, its use does not authorise one to use the title of Dalcroze teacher. However, the experimentation of the Library could inspire and motivate a person to pursue a more advanced training of Jaques-Dalcroze Eurhythmics, with the option of obtaining, after several years of study, professional recognition.