Original Research

‘Through music and into music’, through music and into well-being: Dalcroze eurhythmics as music therapy

John Habron
The Journal for Transdisciplinary Research in Southern Africa | Vol 10, No 2 | a101 | DOI: https://doi.org/10.4102/td.v10i2.101 | © 2014 John Habron | This work is licensed under CC Attribution 4.0
Submitted: 26 February 2016 | Published: 30 November 2014

About the author(s)

John Habron, North-West University, Potchefstroom campus, South Africa

Full Text:



There is a longstanding relationship between music therapy and Dalcroze Eurhythmics, an approach to music education that had its beginnings in the reform pedagogy movement of the European fin de siècle. Émile Jaques-Dalcroze (1865-1950), the founder of the approach, initially focused on educational aims, but was soon to include therapeutic ones as well. During the early twentieth century, Dalcroze teachers applied the approach to their work with disabled children. Such applications have continued to develop to the present day and have expanded to include palliative treatment in HIV/AIDS and gerontology.

There are many theoretical and technical similarities between Dalcroze Eurhythmics and improvisational music therapy, including communication through musical improvisation and attunement in playing for movement. However, many of these similarities remain to be discussed in relation to the literatures on music therapy and communicative musicality. To address this gap, this article takes a transdisciplinary approach, making conceptual connections between the theory and practice of both Dalcroze Eurhythmics and music therapy. Implications for future training, practice and research in Dalcroze Eurhythmics are discussed.


Dalcroze Eurhythmics; improvisational music therapy; wellbeing; communicative musicality


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Crossref Citations

1. Three Flute Players’ Lived Experiences of Dalcroze Eurhythmics in Preparing Contemporary Music for Performance
Rosalind Ridout, John Habron
Frontiers in Education  vol: 5  year: 2020  
doi: 10.3389/feduc.2020.00018