oa Ways to enhance embodied learning in Dalcroze-inspired music education

References

1. Abril, C. R. (2011), ‘Music, movement, and learning’, in R. Colwell, P. R. Webster (eds), The MENC Handbook of Research in Music Learning, Volume 2: Applications, New York: Oxford University Press, pp. 92–129.
   [Google Scholar]
2. Alperson, R. (1994), ‘A qualitative study of Dalcroze eurhythmics classes for adults’, Ph.D. dissertation, New York: New York University and ProQuest Dissertations and Theses (9603274).
   [Google Scholar]
3. Altenmüller, E. (2015), ‘Émile Jaques-Dalcroze as a visionary of modern brain sciences. His anticipation of multisensory-motor integration, audiation and embodiment’, Le Rythme, pp. 70–81.
   [Google Scholar]
4. Altenmüller, E. (2019), ‘Brain mechanisms of motor control in musicians’, Le Rythme, pp. 116–26.
   [Google Scholar]
5. Altenmüller, E. and Scholz, D. S. (2016), ‘Émile Jaques-Dalcroze as a visionary pioneer of neurologic music therapy’, Approaches, 8:2, pp. 112–17.
   [Google Scholar]
6. Anderson, M. L. (2003), ‘Embodied cognition: A field guide’, Artificial Intelligence, 149:1, pp. 91–130.
   [Google Scholar]
7. Anema, H. A. and Dijkerman, H. C. (2013), ‘Motor and kinesthetic imagery’, in S. Lacey and R. Lawson (eds), Multisensory Imagery, New York: Springer, pp. 93–113.
   [Google Scholar]
8. Bachmann, M.-L. (1991), Dalcroze Today: An Education through and into Music (trans. D. Parlett and trans. ed. R. Stewart), New York: Oxford University Press.
   [Google Scholar]
9. Berger, L. M. (1999), ‘The effects of Dalcroze eurhythmics instruction on selected music competencies of third- and fifth-grade general music students’, Ph.D. dissertation, Minneapolis, MN: University of Minnesota.
   [Google Scholar]
10. Biesta, G. (2017), The Rediscovery of Teaching, Abingdon: Taylor & Francis.
    [Google Scholar]
11. Biesta, G. (2019a), Letting Art Teach: Art Education ‘After’ Joseph Beuys, Arnhem: ArtEZ Press, 4 August, http://pesj.sakura.ne.jp/english/EEJPE04(Biesta).pdf. Accessed 10 April 2020.
    [Google Scholar]
12. Biesta, G. (2019b), ‘Teaching for the possibility of being taught: World-centred education in an age of learning’, English E-Journal of the Philosophy of Education, 4, pp. 55–69.
    [Google Scholar]
13. Blesedell, D. S. (1992), ‘A study of the effects of two types of movement instruction on the rhythm achievement and developmental rhythm aptitude of preschool children’, Ph.D. dissertation, Philadelphia, PA: Temple University and Dissertation Abstracts International, 52, 2452A.
    [Google Scholar]
14. Bogdanowicz, E. (2016), ‘Dalcroze eurhythmics in therapy for children with attention deficit hyperactivity disorder (ADHD) symptoms’, Approaches, 8:2, pp. 134–46.
    [Google Scholar]
15. Bowman, W. (2004), ‘Cognition and the body: Perspectives from music education’, in L. Bresler (ed.), Knowing Bodies, Moving Minds, Dordrecht, the Netherlands: Springer, pp. 29–50.
    [Google Scholar]
16. Bowman, W. and Powell, K. (2007), ‘The body in a state of music’, in L. Bresler (ed.), International Handbook of Research in Arts Education (Part 2), Dordrecht, the Netherlands: Springer, pp. 1087–106.
    [Google Scholar]
17. Bowtell, K. (2012), ‘The embodied score: A conductor’s application of the Dalcroze approach to interpretive decision-making’, MMus thesis, Pontypridd: University of Glamorgan.
    [Google Scholar]
18. Brooks, N. and Goldin-Meadow, S. (2016), ‘Moving to learn: How guiding the hands can set the stage for learning’, Cognitive Science, 40:7, pp. 1831–49.
    [Google Scholar]
19. Brown, J., Sherrill, C. and Gench, B. (1981), ‘Effects of an integrated physical education/music program in changing early childhood perceptual–motor performance’, Perceptual and Motor Skills, 53:1, pp. 151–54.
    [Google Scholar]
20. Burrow, S. (2009), ‘Bodily limits to autonomy: Emotion, attitude, and self-defense’, in S. Campbell, L. Meynell and S. Sherwin (eds), Embodiment and Agency, University Park, PA: The Pennsylvania State University Press, pp. 126–44.
    [Google Scholar]
21. Campbell, P. S. (1991), ‘Rhythmic movement and public school music education: Conservative and progressive views of the formative years’, Journal of Research in Music Education, 39:1, pp. 12–22.
    [Google Scholar]
22. Chandler, P. and Tricot, A. (2015), ‘Mind your body: The essential role of body movements in children’s learning’, Educational Psychology Review, 27:3, pp. 365–70.
    [Google Scholar]
23. Corriveau, K. H. and Goswami, U. (2009), ‘Rhythmic motor entrainment in children with speech and language impairments: Tapping to the beat’, Cortex, 45:1, pp. 119–30.
    [Google Scholar]
24. Croom, P. L. (1998), ‘Effects of locomotor rhythm training activities on the ability of kindergarten students to synchronize non-locomotor movements to music’, Ph.D. dissertation, Philadelphia, PA: Temple University and Dissertation Abstracts International, 59, 763A.
    [Google Scholar]
25. Crumpler, S. E. (1982), ‘The effects of Dalcroze eurhythmics on the melodic musical growth of first grade students’, Ph.D. dissertation, Baton Rouge, LA: Louisiana State University and ProQuest Dissertations and Theses (8229498).
    [Google Scholar]
26. Damasio, A. R. (1994), Descartes’ Error: Emotion, Reason, and the Human Brain, New York: G.P. Putnam.
    [Google Scholar]
27. Davidson, J. W. (2009), ‘Movement and collaboration in musical performance’, in S. Hallam, I. Cross and M. Thaut (eds), The Oxford Handbook of Music Psychology, Oxford: Oxford University Press, pp. 364–76.
    [Google Scholar]
28. Deli, E., Bakle, I. and Zachopoulou, E. (2006), ‘Implementing intervention movement programs for kindergarten children’, Journal of Early Childhood Research, 4:1, pp. 5–18.
    [Google Scholar]
29. DeNora, T. (2000), Music in Everyday Life, Cambridge: Cambridge University Press.
    [Google Scholar]
30. Derri, V., Tsapakidou, A., Zachopoulou, E. and Kioumourtzoglou, E. (2001), ‘Effect of a music and movement programme on development of locomotor skills by children 4 to 6 years of age’, European Journal of Physical Education, 6:1, pp. 16–25.
    [Google Scholar]
31. Drake, C., Jones, M. R. and Baruch, C. (2000), ‘The development of rhythmic attending in auditory sequences: Attunement, referent period, focal attending’, Cognition, 77:3, pp. 251–88.
    [Google Scholar]
32. Eitan, Z. and Granot, R. Y. (2006), ‘How music moves: Musical parameters and listeners images of motion’, Music Percept, 23:3, pp. 221–48, https://mp.ucpress.edu/content/23/3/221.full.pdf+html. Accessed 11 April 2020.
    [Google Scholar]
33. Ferguson, L. (2005), ‘The role of movement in elementary music education: A literature review’, Update: Applications of Research in Music Education, 23:2, pp. 23–33.
    [Google Scholar]
34. Findlay, E. (1971), Rhythm and Movement: Applications of Dalcroze Eurhythmics, Evaston, IL: Summy-Birchard Company.
    [Google Scholar]
35. Gallagher, S. and Lindgren, R. (2015), ‘Enactive metaphors: Learning through full-body engagement’, Educational Psychology Review, 27:3, pp. 391–404.
    [Google Scholar]
36. Gallahue, D. (1996), Developmental Physical Education for Today’s Children, Dubuque, IA: Brown and Benchmark.
    [Google Scholar]
37. Godøy, R. I. and Leman, M. (2010), Musical Gestures: Sound, Movement, and Meaning, New York: Routledge.
    [Google Scholar]
38. Goldin-Meadow, S., Cook, S. W. and Mitchell, Z. A. (2009), ‘Gesturing gives children new ideas about math’, Psychological Science, 20:3, pp. 267–72.
    [Google Scholar]
39. Goldman, A. (2019), ‘The link between audiation, embodiment, and improvisation’, Le Rythme, pp. 60–80.
    [Google Scholar]
40. Goldman Schuyler, K. (2010), ‘Increasing leadership integrity through mind training and embodied learning’, Consulting Psychology Journal: Practice and Research, 62:1, pp. 21–28.
    [Google Scholar]
41. Gordon, E. E. (1979), ‘Developmental music aptitude as measured by the primary measures of music audiation’, Psychology of Music, 7:1, pp. 42–49.
    [Google Scholar]
42. Graue, M. E., Whyte, K. L. and Karabon, A. E. (2015), ‘The power of improvisational teaching’, Teaching and Teacher Education, 48, pp. 13–21.
    [Google Scholar]
43. Greenhead, K. and Habron, J. (2015), ‘The touch of sound: Dalcroze eurhythmics as a somatic practice’, Journal of Dance & Somatic Practices, 7:1, pp. 93–112.
    [Google Scholar]
44. Greenhead, K., Habron, J. and Mathieu, L. (2016), ‘Dalcroze eurhythmics’, in E. Haddon, P. Burnard (eds), Creative Teaching for Creative Learning in Higher Music Education, London: Routledge, pp. 211–26.
    [Google Scholar]
45. Gruhn, W. (2002), ‘Phases and stages in early music learning. A longitudinal study on the development on young children’s musical potential’, Music Education Research, 4:1, pp. 51–71.
    [Google Scholar]
46. Habron, J. and van der Merwe, L. (2017), ‘A conceptual study of spirituality in selected writings of Émile Jaques-Dalcroze’, International Journal of Music Education, 35:2, pp. 175–88.
    [Google Scholar]
47. Habron, J. and van der Merwe, L. (Forthcoming), ‘Stories students tell about their lived experiences of spirituality in the Dalcroze class’, British Journal of Music Education, doi: 10.1017/S0265051720000091.
    [Google Scholar]
48. Habron-James, B. (2013), ‘Mémoire de Diplôme: The application of Dalcroze eurhythmics to the teaching of children with special educational needs’, Unpublished Diplome Superieur thesis, Geneva: Institut Jaques-Dalcroze.
    [Google Scholar]
49. Hedges, H. and Cullen, J (2012), ‘Participatory learning theories: A framework for early childhood pedagogy’, Early Child Development and Care, 182:7, pp. 921–40.
    [Google Scholar]
50. Hodges, D. and Gruhn, W. (2012), ‘Implications of neurosciences and brain research for music teaching and learning’, in G. E. McPherson, G. F. Welch (eds), Oxford Handbook of Music Education, vol. 1, New York: Oxford University Press, pp. 205–23.
    [Google Scholar]
51. Immordino-Yang, M. H. and Damasio, A. (2007), ‘We feel, therefore we learn: The relevance of affective and social neuroscience to education’, Mind, Brain, and Education, 1:1, pp. 3–10.
    [Google Scholar]
52. Jaegher, H. D. and Di Paolo, E. A. (2007), ‘Participatory sense-making: An enactive approach to social cognition’, Phenomenology and the Cognitive Sciences, 6:4, pp. 485–507.
    [Google Scholar]
53. Jaques-Dalcroze, É. (1935), ‘Petite histoire de la Rythmique’, Le Rythme, 39, pp. 3–18.
    [Google Scholar]
54. Jaques-Dalcroze, É. ([1921] 1980), Rhythm, Music and Education, London: Dalcroze Society.
    [Google Scholar]
55. Jaques-Dalcroze, É. ([1930] 1985), Eurhythmics, Art and Education, New York: Arno Press.
    [Google Scholar]
56. Johnson, M. D. (2007), The Meaning of the Body: Aesthetics of Human Understanding, Chicago, IL: University of Chicago Press.
    [Google Scholar]
57. Jones, J. D. (2018), ‘Scaffolding the Dalcroze approach’, General Music Today, 32:1, pp. 5–12.
    [Google Scholar]
58. Joseph, A. (1982), ‘A Dalcroze eurhythmics approach to music learning in kindergarten through rhythmic movement, ear-training and improvisation’, Ph.D. dissertation, Pittsburgh, PA: Carnegie Mellon University.
    [Google Scholar]
59. Juntunen, M.-L. (2002), ‘The practical applications of Dalcroze eurhythmics’, Nordic Research in Music Education Yearbook, 6, pp. 75–92.
    [Google Scholar]
60. Juntunen, M.-L. (2004), ‘Embodiment in Dalcroze eurhythmics’, Ph.D. thesis, Oulu: Acta Universitatis Ouluensis, Scientiae Rerun Socialium E73 and University of Oulu, http://jultika.oulu.fi/files/isbn9514274024.pdf. Accessed 10 December 2019.
    [Google Scholar]
61. Juntunen, M.-L. (2016), ‘The Dalcroze approach: Experiencing and knowing music through the embodied exploration’, in C. R Abril, B. Gault (eds), Approaches to Teaching General Music: Methods, Issues, and Viewpoints, New York: Oxford University Press, pp. 141–67.
    [Google Scholar]
62. Juntunen, M.-L. (2017), ‘Embodiment in music teaching and learning’, Finnish Journal of Music Education, 20:1, pp. 117–26.
    [Google Scholar]
63. Juntunen, M.-L. (Forthcoming), ‘Embodied learning through and for collaborative multimodal composing: A case in a Finnish lower secondary music classroom’, International Journal of Education & the Arts, n.p.
    [Google Scholar]
64. Juntunen, M.-L. and Eisenreich, C. (2019), ‘Assessment in the Dalcroze pedagogy’, in T. S. Brophy (ed.), Handbook of Assessment Policy and Practice in Music Education, vol. 2, New York: Oxford University Press, pp. 561–90.
    [Google Scholar]
65. Juntunen, M.-L. and Hyvönen, L. (2004), ‘Embodiment in musical knowing – How body movement facilitates learning within Dalcroze eurhythmics’, British Journal of Music Education, 21:2, pp. 199–214.
    [Google Scholar]
66. Juntunen, M.-L. and Westerlund, H. (2001), ‘Digging Dalcroze, or, dissolving the mind–body dualism: Philosophical and practical remarks on the musical body in action’, Music Education Research, 3:2, pp. 203–14.
    [Google Scholar]
67. Juntunen, M.-L. and Westerlund, H. (2011), ‘The legacy of music education methods in teacher education: The metanarrative of Dalcroze eurhythmics as a case’, Research Studies in Music Education, 33:1, pp. 47–58.
    [Google Scholar]
68. Kerka, S. (2002), ‘Somatic/embodied learning and adult education’, Trends and Issues Alert, 32, pp. 1–4, http://files.eric.ed.gov/fulltext/ED462550.pdf. Accessed 15 December 2019.
    [Google Scholar]
69. Kosmas, P., Ioannou, A. and Zaphiris, P. (2018), ‘Implementing embodied learning in the classroom: Effects on children’s memory and language skills’, Educational Media International, 56:1, pp. 59–74.
    [Google Scholar]
70. Kressig, R. W. (2015), ‘Successful aging’, Aktuelle Ernährungsmedizin, 40:1, pp. 5–7.
    [Google Scholar]
71. Kressig, R. W. (2017), ‘Music, movement and the brain’, in Keynote in ICDS Conference, Quebec, Canada, 1 August.
    [Google Scholar]
72. Küpers, W. (2008), ‘Embodied “inter-learning” – An integral phenomenology of learning in and by organizations’, The Learning Organization, 15:5, pp. 388–408.
    [Google Scholar]
73. Leman, M. (2007), Embodied Music Cognition and Mediation Technology, Cambridge, MA: MIT Press.
    [Google Scholar]
74. Levin, D. M. (1989), The Listening Self: Personal Growth, Social Change and the Closure of Metaphysics, New York and London: Routledge.
    [Google Scholar]
75. MacDonald, R. A. and Miell, D. (2000), ‘Creativity and music education: The impact of social variables’, International Journal of Music Education, 36:1, pp. 58–68.
    [Google Scholar]
76. MacDonald, R. A. and Miell, D. (2002), ‘Creativity and music education: The impact of social variables’, International Journal of Music Education, 36:1, pp. 58–68.
    [Google Scholar]
77. Mackenzie, C. (2009), ‘Personal identity, narrative integration, and embodiment’, in S. Campbel, L. Maynel and S. Sherwin (eds), Embodiment and Agency, University Park, PA: The Pennsylvania State University, pp. 100–25.
    [Google Scholar]
78. MacLaren, K. (2009), ‘Emotional metamorphoses: The role of others in becoming a subject’, in S. Campbel and L., Maynel and S., Sherwin (eds), Embodiment and Agency, University Park, PA: The Pennsylvania State University Press, pp. 25–45.
    [Google Scholar]
79. Maes, P. J., Leman, M. and Palmer, C. and Wanderley, M. (2014), ‘Action-based effects on music perception’, Frontiers in Psychology, 4, doi: 10.3389/fpsyg.2013.01008.
    [Google Scholar]
80. Matthieu, L. (2010), ‘Un regard actuel sur la Rythmique Jaques-Dalcroze’, Recherche en éducation musicale, 28, pp. 17–28.
    [Google Scholar]
81. McFarland, A. L. (2006), ‘Effects of overt speech upon accuracy and expression of rhythmic movement’, Doctoral dissertation, Philadelphia, PA: Temple University and ProQuest Dissertations Publishing (3233455).
    [Google Scholar]
82. Mead, V. H. (1994), Dalcroze Eurhythmics in Today’s Music Classroom, New York: Schott.
    [Google Scholar]
83. Merleau-Ponty, M. (1962), Phenomenology of Perception, London: Routledge.
    [Google Scholar]
84. van der Merwe, L. (2015), ‘The first experiences of music students with Dalcroze-inspired activities: A phenomenological study’, Psychology of Music, 43:3, pp. 390–406.
    [Google Scholar]
85. Motycka, A. (1989), ‘Experiencing a musical composition’, in F. J. Smith (ed.), Understanding the Musical Experience, New York: Gordon & Breach, pp. 179–92.
    [Google Scholar]
86. Nguyen, D. J. and Larson, J. B. (2015), ‘Don’t forget about the body: Exploring the curricular possibilities of embodied pedagogy’, Innovative Higher Education, 40:4, pp. 331–44.
    [Google Scholar]
87. Nivbrant Wedin, E. (2015), Playing Music with the Whole Body: Eurhythmics and Motor Development, Stockholm: Gehrmans.
    [Google Scholar]
88. O’Dell, K. L. (2007), ‘The effect of movement-based instruction on the steady beat performance of first-grade children’, Ph.D. dissertation, Lawrence, KS: University of Kansas and ProQuest Dissertations Publishing (1446277).
    [Google Scholar]
89. Overy, K. (2000), ‘Dyslexia, temporal processing and music: The potential of music as an early learning aid for dyslexic children’, Psychology of Music, 28:2, pp. 218–29.
    [Google Scholar]
90. Overy, K. (2012), ‘Making music in a group: Synchronization and shared experience’, Annals of the New York Academy of Sciences, 1252:1, pp. 65–68.
    [Google Scholar]
91. Phillips, K. (2016), ‘Are we really hearing in our heads what we think we’re hearing? The role of audiation in musical improvisation’, in B. Burger, J. Bamford and E. Carlson (eds), The 9th International Conference of Students of Systematic Musicology: Proceedings (SysMus16), Jyväskylä: Department of Music, University of Jyväskylä and Finnish Centre for Interdisciplinary Music Research, http://hdl.handle.net/123456789/51122. Accessed 11 April 2020.
    [Google Scholar]
92. Phillips-Silver, J. and Trainor, L. J. (2005), ‘Feeling the beat: Movement influences infant rhythm perception’, Science, 308:5727, p. 1430.
    [Google Scholar]
93. Phillips-Silver, J. and Trainor, L. J. (2007), ‘Hearing what the body feels: Auditory encoding of rhythmic movement’, Cognition, 105:3, pp. 533–46.
    [Google Scholar]
94. Pollatou, E. and Hatzitaki, V. (2001), ‘The influence of a rhythmical-motor activity program on the development of fundamental motor skills in pre-school children’, Journal of Human Movement Studies, 40:2, pp. 101–13.
    [Google Scholar]
95. Pollatou, E., Karadimou, K. and Gerodimos, V. (2005), ‘Gender differences in musical aptitude, rhythmic ability and motor performance in preschool children’, Early Child Development and Care, 175:4, pp. 361–69.
    [Google Scholar]
96. Pollatou, E., Pantelakis, G., Agdiniotis, I., Mpenta, N., Zissi, V. and Karadimou, K. (2012), ‘How is the rhythmic ability of preschool children affected by the implementation of a music-movement program?’, European Psychomotricity Journal, 4:1, pp. 49–56.
    [Google Scholar]
97. Rabinowitch, T., Cross, I. and Burnard, P. (2012), ‘Musical group interaction, intersubjectivity and merged subjectivity’, in D. Reynolds and M., Reason (eds), Kinesthetic Empathy in Creative and Cultural Practices, Bristol: Intellect, pp. 109–20.
    [Google Scholar]
98. Rainbow, E. L. and Owen, D. (1979), ‘A progress report on a three year investigation of the rhythmic ability of preschool aged children’, Council of Research in Music Education Bulletin, 59, pp. 84–86.
    [Google Scholar]
99. Rantala, T. and Määttä, K. (2012), ‘Ten theses of the joy of learning at primary schools’, Early Child Development and Care, 182:1, pp. 87–105.
    [Google Scholar]
100. Repp, B. H. (2006), ‘Musical synchronization’, in E. Altenmueller, J. Kesselring and M., Wiesendanger (eds), Music, Motor Control and the Brain, Oxford: Oxford University Press, pp. 55–76.
     [Google Scholar]
101. Rose, S. E. (1995), ‘The effects of Dalcroze eurhythmics on beat competency performance skills of kindergarten, first-, and second-grade children’, Ph.D. dissertation, Greensboro, NC: The University of North Carolina and ProQuest Dissertations and Theses (9531852).
     [Google Scholar]
102. Rouhiainen, L. (2007), ‘A mono-trilogy on a spatial and performative process’, in L. Rouhiainen (ed.), Ways of Knowing in Dance and Art. Acta Scenica 19, Helsinki: Theatre Academy, pp. 111–32.
     [Google Scholar]
103. Sawyer, R. K. (ed.) (2011), Structure and Improvisation in Creative Teaching, Cambridge: Cambridge University Press.
     [Google Scholar]
104. Schiavio, A. (2019), ‘The primacy of experience. Phenomenology, embodiment, and assessments in music education’, in D. J. Elliott, M. Silverman and G. McPherson (eds), The Oxford Handbook of Philosophical and Qualitative Assessment in Music, New York: Oxford University Press, pp. 65–82.
     [Google Scholar]
105. Seitz, J. A. (2005), ‘Dalcroze, the body, movement and musicality’, Psychology of Music, 33:4, pp. 419–35.
     [Google Scholar]
106. Sheets-Johnstone, M. (1999), The Primacy of Movement, Amsterdam: John Benjamins.
     [Google Scholar]
107. Sheets-Johnstone, M. (2011), ‘Embodied minds or mindful bodies? A question of fundamental, inherently inter-related aspects of animation’, Subjectivity, 4:4, pp. 451–66.
     [Google Scholar]
108. Sheets-Johnstone, M. (2014), ‘Dalcroze and animate life’, Mind, Music, and Language, 1:A1, pp. 1–12, http://mindmusicandlanguage.org/2014-sheets-johnstone-dalcroze-and-animate-life/. Accessed 17 December 2019.
     [Google Scholar]
109. Shouldice, H. N. (2018), ‘Audiation-based improvisation and composition in elementary general music’, in S. L. Burton and A. Reynolds (eds), Engaging Musical Practices: A Sourcebook for Elementary General Music, London: Rowman & Littlefield, pp. 113–34.
     [Google Scholar]
110. Small, C. (1998), Musicking: The Meanings of Performing and Listening, Middletown, CT: Wesleyan University Press.
     [Google Scholar]
111. Snyder, J. and Krumhansl, C. L. (2001), ‘Tapping to ragtime: Cues to pulse finding’, Music Perception, 18:4, pp. 455–89.
     [Google Scholar]
112. Stubley, E. (1999), ‘Musical listening as bodily experience’, Canadian Journal of Research in Music Education, 40:4, pp. 5–7.
     [Google Scholar]
113. Sutela, K. (2020), ‘Exploring the possibilities of Dalcroze-based music education to foster the agency of students with special needs. A practitioner inquiry in a special school’, Ph.D. dissertation, Oulu: Universitatis Ouluensis E190, http://jultika.oulu.fi/Record/isbn978.952-62-2587-6. Accessed 28 April 2020.
     [Google Scholar]
114. Sutela, K., Juntunen, M.-L. and Ojala, J. (2020), ‘Applying music-and-movement to promote agency development in music education: A case study in a special school’, British Journal of Music Education, 37:1, pp. 71–85.
     [Google Scholar]
115. Sutela, K., Ojala, J. and Juntunen, M.-L. (2017), ‘Embodiment and ethnographic sensitivity in narrative inquiry’, Bulletin for the Council of Research in Music Education, 210&211, pp. 43–60.
     [Google Scholar]
116. Thomas, J. (2000), ‘1999 C. H. McCloy research lecture: Children’s control, learning, and performance of motor skills’, Research Quarterly for Exercise and Sport, 71:1, pp. 1–9.
     [Google Scholar]
117. Thomas, J. and Moon, D. (1976), ‘Measuring motor rhythmic ability in children’, Research Quarterly, 47:1, pp. 20–32.
     [Google Scholar]
118. Thomson, J. M. and Goswami, U. (2008), ‘Rhythmic processing in children with developmental dyslexia: Auditory and motor rhythms link to reading and spelling’, Journal of Physiology – Paris, 102:1, 2 & 3, pp. 120–29.
     [Google Scholar]
119. Tierney, A. T. and Kraus, N. (2013), ‘The ability to tap to a beat relates to cognitive, linguistic, and perceptual skills’, Brain and Language, 124:3, pp. 225–31.
     [Google Scholar]
120. Varela, F., Thompson, E. and Rosch, E. (1991), The Embodied Mind: Cognitive Science and Human Experience, Cambridge, MA: MIT Press.
     [Google Scholar]
121. Venetsanou, F. and Donti, O. and Koutsouba, M. (2014), ‘The effect of a music/movement program on preschooler’s motor rhythmic ability’, European Psychomotric Journal, 6:1, pp. 60–73. https://www.researchgate.net/profile/Fotini_Venetsanou/publication/261562757_The_effect_of_a_music_movement_program_on_preschooler’s_motor_rhythmic_ability/links/0f317534b7bfe6212e000000/The-effect-of-a-music-movement-program-on-preschoolers-motor-rhythmic-ability.pdf/. Accessed 3 December 2019.
     [Google Scholar]
122. Wallén, P., Kiehn, O., El Manira, A. and Grillner, S. (2007), ‘Nätverk styr våra rörelser’ (‘Network directs our movements’), in L. Olson, A. Josephson (eds), Hjärnan (Brains), Stockholm: Karolinska Institutet University Press, pp. 103–18.
     [Google Scholar]
123. Wang, D. P.- C. (2008), ‘The quantifying analysis of effectiveness of music learning through the Dalcroze musical method’, US–China Education Review, 5:9, pp. 32–41.
     [Google Scholar]
124. Wood, K. (2016), ‘Kinesthetic empathy’, in D., Rosenberg (ed.), The Oxford Handbook of Screendance Studies, New York: Oxford University Press, pp. 245–62.
     [Google Scholar]
125. Yakhlef, A. (2010), ‘The corporeality of practice-based learning’, Organization Studies, 31:4, pp. 409–30.
     [Google Scholar]
126. Zachopoulou, E., Derri, V., Chatzopoulos, D. and Ellinoudis, Th. (2003), ‘Application of Orff and Dalcroze activities in preschool children: Do they affect the level of rhythmic ability?’, The Physical Educator, 60:2, pp. 114–20.
     [Google Scholar]
127. Zachopoulou, E., Tsapakidou, A. and Derri, V. (2004), ‘The effects of a developmentally appropriate music and movement program on motor performance’, Early Childhood Research Quarterly, 19:4, pp. 631–42.
     [Google Scholar]
128. Juntunen, Marja-Leena (2020), ‘Ways to enhance embodied learning in Dalcroze-inspired music education’, International Journal of Music in Early Childhood, 15:1, pp. 39–59, doi: https://doi.org/10.1386/ijmec_00011_1
     [Google Scholar]