A Community of Practitioners

For more than 40 years, the Dalcroze Society of America has striven to build a strong, vibrant community of Dalcroze practitioners. These practitioners embrace Dalcroze fundamentals and philosophy, which include learning to hear and embracing spontaneity via singing, playing, and moving as vital components to a sound musical foundation.

We seek to make music education and the Dalcroze approach more available and welcoming for all, regardless of age, race, ability, ethnicity, sexual orientation, gender identity, religion, academic standing, socioeconomic class, musical ability and other exceptionalities. Our vision statement emphasizes the importance of supporting full inclusivity and accessibility with culturally responsive pedagogy.

The Dalcroze Society of America is committed to growing a more diverse, equitable, and inclusive community of Dalcroze practitioners.

History

Dalcroze Eurhythmics' innovative approach to music education through movement emerged from within the Western European canonic framework of classical music. We acknowledge that, until recently, contributions to the classical canon by women of all races, men of color, neurodivergent, and other marginalized groups have been notably omitted from history books, concert repertoire, and scholarly discourse. Although the Dalcroze practice has historically and largely been advanced by women, and women are a large component of our membership today, our demographics are otherwise not diverse. 

We celebrate the innovative approach of Dalcroze Eurhythmics, and at the same time, recognize that the teaching and learning of music through movement has long existed outside the Western classical music canon.

Aspirations & Commitment to Growth

The unique qualities of the Dalcroze approach contain elements to “level the playing field” for all interested and committed persons who have access to movement and sensation. As Dalcroze practitioners, we know that to perpetuate our craft with integrity, it is essential to examine our current practice, acknowledge our past, and reach out to a broader, more diverse group of artists and educators, as well as draw upon a wide range of musical and cultural examples. In order to diversify the demographics of our participants, we have to reflect deeply and examine closely the biases within our practices.

Practice

DSA recognizes the power of teachers in the lives of their students and acknowledges the tremendous responsibility to stay current, connected, and culturally responsive pedagogically. Doing so enables our membership to stay relevant as it designs and implements inclusive curricula that promotes awareness of and respect for a variety of cultures and repertoire. As a professional organization we pledge to:

• seek to broaden and diversify our community of practitioners;
• more fully acknowledge our members of color; providing a safe and supportive atmosphere which encourages full participation and welcomes all voices, ideas, and points of view.
• more fully understand the historical and ethnic context of folk songs used in Dalcroze Education;
• ensure that instruction is delivered by teachers whose culturally responsive pedagogy enables them to be successful in designing and implementing curriculum;
• work more intentionally to support practitioners who are new or transitioning to the approach both scholastically and financially;
• continue to engage in ongoing reflection about ways to meet not only our evolving needs but the long-standing needs that haven't been met.