This paper investigates the impact of Dalcroze Eurhythmics on fostering creativity and autonomy in classical instrumental pedagogy. The research took the form of an arts practice investigation which included devising, rehearsing, performing and documenting two performance events, drawing on Dalcroze Eurhythmics techniques rather than conventional classical music approaches. Autoethnography and other arts-based methods were utilised to develop and gather data. The paper presents an overview of Dalcroze Eurhythmics from the perspective of a performer, namely this researcher, and discusses how the method informed my arts practice investigation. It concludes with a discussion on key findings around creativity and autonomy, and the proposal that this approach has the potential to greatly enhance students experience of performance music education, as well as improve performance quality and satisfaction in their ensuing professional careers.

本文研究了达尔克罗兹韵律学对古典器乐教学法中培养创造力和自主性的影响。该研究采用艺术实践调查的形式，包括设计、排练、表演和记录两个表演活动，利用 Dalcroze Eurhythmics 技术而不是传统的古典音乐方法。自主民族志和其他基于艺术的方法被用来开发和收集数据。本文从表演者（即该研究人员）的角度对 Dalcroze Eurhythmics 进行了概述，并讨论了该方法如何影响我的艺术实践调查。最后讨论了围绕创造力和自主性的主要发现，并建议这种方法有可能大大增强学生的表演音乐教育体验，