This article is a narrative inquiry of the lived spiritual experiences of students participating in Dalcroze Eurhythmics training. Previous studies have located Jaques-Dalcroze’s own writings and thought within the context of spirituality and have explored the spiritual experiences of Dalcroze teachers, but students’ perspectives remain to be investigated. We interviewed seven students, broadly defined as anyone currently attending regular Dalcroze training or who have recently attended Dalcroze courses and still consider themselves Dalcroze students. Various strategies for narrative data analysis were synthesised into our own coding scheme. Themes emerged from the data analysis: situation, continuity, personal interaction, social interaction and significant moments. The themes helped us construct a fictive conversation between the participants, using direct quotations from the interviews. Implications for practice focus on what inhibits and promotes experiences of spirituality in the Dalcroze class. This research will be relevant to music educators, as it gives clear, evidence-based guidelines on how opportunities for spirituality can be created in the Dalcroze classroom. It also offers an original synthesis of existing coding schemes for other researchers undertaking narrative inquiries.

中文翻译：

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学生讲述他们在 Dalcroze 课堂上的灵性生活经历的故事

本文是对参加 Dalcroze Eurhythmics 训练的学生的精神体验的叙述性调查。以往的研究将雅克-达尔克罗兹自己的著作和思想置于灵性语境中，并探讨了达尔克罗兹老师的灵性经历，但学生的观点仍有待研究。我们采访了七名学生，大致定义为目前正在参加常规 Dalcroze 培训或最近参加过 Dalcroze 课程但仍认为自己是 Dalcroze 学生的任何人。叙事数据分析的各种策略被综合到我们自己的编码方案中。数据分析中出现的主题：情境、连续性、个人互动、社交互动和重要时刻。这些主题帮助我们构建了参与者之间的虚构对话，使用采访中的直接引语。实践的意义集中在什么抑制和促进达尔克罗兹课程中的灵性体验。这项研究将与音乐教育者相关，因为它提供了关于如何在 Dalcroze 课堂上创造灵性机会的清晰、循证指南。它还为其他从事叙述性调查的研究人员提供了现有编码方案的原始综合。