In this article, we describe the agency development in one student with special needs through Dalcroze-based music-and-movement activities. The case study was conducted in the context of classroom music education in a special school. The data were produced via a teaching experiment (from August 2015 to March 2016), in which a group (n= 13) of 15- to 16-year-old students participated in added lessons (one lesson per week) provided by the first author. The lessons included a variety of Dalcroze-based activities, such as singing with movement, quick reaction and follow exercises, movement improvisation, body percussion exercises, dances, and relaxation exercises. The data consist of video-recordings of the lessons, a research diary, and interviews with teachers, teaching assistants, a therapist, and a specialist of special education. During the teaching experiment, the case student’s agency developed from being a passive outsider to being an active participant and leader. The change in agency was noticed also outside the classroom. The study suggests that using music-and-movement in a music classroom offers possibilities for nonverbal embodied interaction and thereby opportunities for the development of students’ agency and autonomy foremost by developing their body and social skills. On a more general level, the article contributes to developing such music education theory and practice that acknowledges the significance of experience in learning music and in embodied interaction, where individuals interact and make sense of the world through nonverbal communication. In addition, this study highlights the strength of such education in supporting the development of the whole human being.

中文翻译：

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运用音乐与运动促进音乐教育中的能动性发展：一所特殊学校的案例研究

在本文中，我们通过基于 Dalcroze 的音乐和运动活动来描述一名有特殊需要的学生的能动性发展。该案例研究是在一所特殊学校的课堂音乐教育背景下进行的。数据通过教学实验（2015 年 8 月至 2016 年 3 月）产生，其中一组（n= 13) 的 15 至 16 岁学生参加了第一作者提供的附加课程（每周一课）。课程包括各种基于 Dalcroze 的活动，例如用动作唱歌、快速反应和跟随练习、即兴动作、身体打击乐练习、舞蹈和放松练习。这些数据包括课程的录像、研究日记以及对教师、助教、治疗师和特殊教育专家的采访。在教学实验过程中，案例学生的能动性从被动的局外人发展为主动的参与者和领导者。在课堂外也注意到了机构的变化。该研究表明，在音乐教室中使用音乐和动作为非语言体现互动提供了可能性，从而通过发展学生的身体和社交技能来发展学生的能动性和自主性。在更一般的层面上，本文有助于发展这种音乐教育理论和实践，承认经验在学习音乐和具体互动中的重要性，个人通过非语言交流互动并理解世界。此外，这项研究强调了这种教育在支持整个人类发展方面的力量。这篇文章有助于发展这种音乐教育理论和实践，承认经验在学习音乐和具体互动中的重要性，个人通过非语言交流互动并理解世界。此外，这项研究强调了这种教育在支持整个人类发展方面的力量。这篇文章有助于发展这种音乐教育理论和实践，承认经验在学习音乐和具体互动中的重要性，个人通过非语言交流互动并理解世界。此外，这项研究强调了这种教育在支持整个人类发展方面的力量。