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Music Across the SensesListening, Learning, and Making Meaning$
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Jody L. Kerchner

Print publication date: 2013

Print ISBN-13: 9780199967612

Published to Oxford Scholarship Online: January 2014

DOI: 10.1093/acprof:oso/9780199967612.001.0001

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PRINTED FROM OXFORD SCHOLARSHIP ONLINE (www.oxfordscholarship.com). (c) Copyright Oxford University Press, 2019. All Rights Reserved. An individual user may print out a PDF of a single chapter of a monograph in OSO for personal use. date: 06 December 2019

Listeners Moving

Listeners Moving

Music Listening as Embodied Experience

Chapter:
(p.50) Chapter 3 Listeners Moving
Source:
Music Across the Senses
Author(s):

Jody L. Kerchner

Publisher:
Oxford University Press
DOI:10.1093/acprof:oso/9780199967612.003.0003

Most people experience music with the body and the mind, and we implicitly and explicitly ascribe meaning to it. But we do not always possess sufficient words to describe what we know and feel as we listen to music because that musical embodiment takes us deeperinto a musical understanding than words allow. This chapter describes somemovement strategiesthat enable general music and performance ensemble students to express their music listening experiences-techniquesbased on theoretical research that explores the physio-emotional relationships of the body, brain, and music. The pedagogical strategies presented here include both student- and teacher-generated movement sequences, free-style movements, montages, and sculpture positions designed as kinesthetic metaphors of musical elements or aesthetic qualities. Narratives and video excerpts on the companion websiteof students using these strategies provide readers with insights into the kinaesthetic aspects of listening to music. Also here are teacher strategies for including movement in the general music classroom and in rehearsals and additional lesson ideas.

Keywords:   Movement sequences, gesture, Dalcroze, small-group music listening, student-generated, teacher-generated

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