[General Breathing]. Did you notice the kind of movement youve madenoted you did you along, but your body got in to a poised position, very prepared.This type of different experiment. Hold up your violin. Hold you bell, even ifyou dont play a violin get ready to play. Ready? And: Ah ha! Can you feel allthe muscles get themselves together to do that? Interesting, isnt it? Stayready to play the Timpani. Heres the sticks, were gonna play a nice role. Andthe conductor says, ready? And: [General Breath]. Can you feel that other partsof you that moved? Different part of your body that moved. Good, now well tryanother one. Get ready to play the piano. This is gonna be a fortissimo chord.Beethoven sonata, very angry. Very fears. Get ready. And: Ah ha! Well takethat same chord and give that a different effect. Its a chord it says, gee[must be an onomatopoeic term], I finally found the personal I really love.Ready? [Different breath]. Can you feel the difference in your body for theforward take chord? Thats because motion comes from emotion. Emotion is thefeeling inside, motion is the feeling outside. And when you produce very goodmotion on your rhythm you create emotion in your audience. 20:22- All music, begin with motion. One goal of Eurhythmics is phonomimesis,the melding of sound in gesture. Witch bring from emotion. Jacques Dalcrozewrote their gesture for every sound and a sound for every gesture. 20:51 - You are hearing performances witch contain all the rhythmic elements:beat, tempo, measure, dynamics, agogics, directionality, phrasing, articulation,syncopation, accent, rhythmic counterpoint and many others components ofrhythm. In the Dalcroze training, these elements are talked individually and collectedly.They help the students and artist arrive at the goal of clear and compilingperformance. Chapter 6 Title: Eurhythmics Rhythmics Solfeje Improvisation Reasons forMoving Games 21:27- All of these skills are talked through exercises and musical studies,witch we call games. We use games because in addition to being enjoyable, theyhelp us objectify our behavior. We learn what the rules are and can measure ourprogress by how well we work with in those rules. This also leads to selfconfidence and the ability to work in cooperation with others. 22:07- This is a game of inhibition. I can say no, I want do it. I can say Iwill do it. Ready? One. Bounce. Hold it! And bounce: hold it! Two bounces, twocatches, bounce catch. Bounce catch. Four bounces, four catches. Bounce, two,three, four. Think you can do it? Yeah! [Children answered] You can? Allright, here we go. And: one, two, three, four, five...- Canon! Two beats after me. Put your hands here, so you dont have startbefore two beats. Head, head. Begin: Ears, ears, nose, nose, mouth, mouth,head, shoulders, stomach, back, knees, head, ears, ears, eyes. Nose, nose,mouth, mouth, chain, chain, shoulders, front, back, knees, knees, head! Brava!Bravo! Bravissimo! Three beats after me: [{here we go} General laughing]. Areyou ready? Are you really ready? Show me how ready you are! Three beats: head,head, head, ears, ears, ears, eyes, nose, mouth, stomach, knees, head. Sit,hips, head, head, nose, eyes, eyes, ears, ears, eyes,