Analysis of the effects of dance movement variation in experience using eurhythmics rhythm : Focusing on learner-centered teaching methods

The purpose of this study is to apply Dalcroze&quots four eurhythmics rhythms (phrase, rest, syncopation, canon) in dance movement variations to allow learners to experience them in order to evaluate a learner-centered teaching method. As for a study method, a program was designed for undergraduate students, and four participants were evaluated for three hours a week for 15 weeks. Data was collected via self-reports, in-depth interviews, and participant observation journals, and the results were derived through the inductive analysis to verify the effectiveness, and the possibility of a learner-centered teaching method was discussed by focusing on negative results. From the analysis, the followings were observed. First, instinctive physical rhythms of the body are recognized through improvisation. Second, it allows to create one’s own physical rhythm. Third, it allows to expand the scope of creative thinking, which would link to one’s major. Fourth, excessive use of music reduces concentration, so it would require both moderation and rest. Fifth, the concurrent learning movement and rhythm stimulates an instinctive desire for creation. Sixth, there are some limitations in terms of institution, environment, and situation.