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Bibliography: Theory/Psychology

Bailey, J.  (1985). Music structure and human movement. In Musical Structure and Cognition, eds. P. Howell, I. Cross, and R. West.  New York: Academic Press. 

Boyarsky, T. (2016). Dalcroze Eurhythmics and the Quick Reaction Exercises. The Orff Echo.

Bresler, L. (2004). Knowing bodies, moving minds: towards embodied teaching and learning.  Boston: Kluwer Academic Publishers. 

Campbell, P. S. (1989). Dalcroze reconstructed: An application of music learning theory to the principles of Jaques-Dalcroze. Readings in Music Learning Theory, 301-315.

Cheek, H. Y. (1979). The effects of psychomotor experiences on the perception of selected musical elements and the formation of self-concept. Dissertation Abstracts International, 40, 2530A. (University Microfilms No. 79-25, 121).

Chiel, H. J., & Beer, R. D.  (1997). The brain as a body: Adaptive behavior emerges from interactions of nervous system, body, and environment. Trends in Neurosciences 20, 553-557. 

Jaques-Dalcroze, E.  (1920). The Jaques-Dalcroze method of eurhythmics; Rhythmic movement.  New York: The H.W. Gray Co. 

Jaques-Dalcroze, E. (1924). The technique of moving plastic. The Musical Quarterly 10(1), 21-38. 

Jaques-Dalcroze, E.  (1930). Eurhythmics, art and education. Translated by F. Rothwell.  London: Chatto & Windus.   

Jaques-Dalcroze, E. (1930b). Eurhythmics and its implications. Translated by F. Rothwell. The Musical Quarterly 16(3), 358. 

Jaques-Dalcroze, E. (1930c). Remarks on arrhythmy. Music and Letters 14(2), 138-148.

Jaques-Dalcroze, E.  (2000). Rhythm, music, and education, 5th ed.  Translated by H. F. Rubenstien. London: The Dalcroze Society, Inc. 

Juntunen, M., & Westerlund, H.  (2001). Digging Dalcroze, or, dissolving the mind-body dualism: Philosophy and practical remarks on the musical body in action.  Music Education Research 3, 203-214. 

Juntunen, M. (2002). From the bodily experience towards the internalized musical understanding: how the Dalcroze master teachers articulate their pedagogical content knowledge of the approach”  25th Biennial World Conference and Music Festival, ISME: Proceedings. 

Juntunen, M.  (2004). Embodiment in Dalcroze eurhythmics.  These de doctorat.  Faculty of Education, Department of Education Sciences and Teacher Education. University of Oulu, Finland. 

Miller, P. (2008). Music theory pedagogy: Melding Dalcroze eurhythmics with Brain Gym (RTM). M.M. dissertation, University of Missouri - Kansas City, Missouri. Dissertations & Theses: A&I. (Publication No. AAT 1463329).  

Moore, S. F. (1992). The writings of Emile Jaques-Dalcroze: Toward a theory for the performance of musical rhythm. Ph.D. dissertation, Indiana University, Indiana. Dissertations & Theses: A&I. (Publication No. AAT 9301500). 

Mueller, S. (1984). What dancers can teach pianists. Music Educators Journal 70(5), 54-55. 

Ratner, L. G. (1983). The musical experience: sound, movement, and arrival.  New York: W.H. Freeman. 

Seitz, J. A. (1992).  The development of bodily-kinesthetic intelligence in children: Implication for education and artistry.  Holistic Education Review 5(2), 35-39.  

Seitz, J. A. (2002). Mind, dance, and pedagogy. Journal of Aesthetic Education 36, 37-42. 

Seitz, J. A. (2005). Dalcroze, the body, movement and musicality. Psychology of Music 33, 419-335. 

Urista, D. J. (2001). Embodying music theory: Image schemas as sources for musical concepts and analysis, and as tools for expressive performance. Ph.D. dissertation, Columbia University, New York. Dissertations & Theses: A&I. (Publication No. AAT 3005810). 

Urista, D. J. (2003). Beyond words:  The moving body as a tool for musical understanding.  Music Theory Online 9. 

Walker, C. M. (2007). Mind/body dualism and music theory pedagogy: Applications of Dalcroze eurhythmics. Thesis University of Missouri, Missouri. Dissertations & Theses: A&I. (Publication No. AAT 1444512).

Further Reading