Proposed Guidelines

| March 13, 2013


For each session, we hope that a couple (2) of colleagues will forge ahead and sustain the momentum we generated in our first get together. We heartily encourage people to share their pedagogical work-in-progress, warts and all. So, who will it be? Please get in touch with us at so we can map out our follow-up session.

Michael and I agree that we don’t want to steer things too much. But for the first sessions, we’re proposing some guidelines and structures; as we go along, we all can evaluate and modify them. I imagine that different presenters will need different levels of input from us. Let us know how much you want and we’ll do our best to stay out of your way or lend a hand, as things develop. Here’s the information we’d like up front:


  • your goal in sharing it (what you hope to get from trying the segment out with us)
  • the goals you have for the participants (what we’re supposed to get out of it)

Projected length of segment (see below)

Any special things we’ll need to anticipate


In proposing a segment, we suggest you give some thought to how you might introduce, develop, and culminate the material you want to work with. Anticipating how you would begin, proceed with, and wrap up a lesson on this subject will enable us all to experiment with a tag team approach:


  • one of us may launch an exploration of a subject (say, syncopation)


  • another could step in and build on that beginning, developing the lesson through a new activity


  • another of us could step in and bring the segment to fruition with a culminating activity.

We’d like to think of these sessions as teaching artist jam sessions, and this approach to design will enable us to collaborate on lesson flow.


An intriguing aspect of the Dalcroze approach is that, by giving participants opportunities to fill the roles of leader and follower, by turns, it opens up pathways for them to step in and facilitate. For example, in the mirroring game we did during my segment, those who were initiating the movements that their partner mirrored (or, later on, echoed) were making choices about how the exercise was unfolding for them and their partner; by determining the course of events, they were slipping briefly into the role of teacher. In planning our segments, let’s experiment with ways to empower our fellow participants to function as leaders, smoothing the transition from participant to catalyst.



  • Michael

I wonder if 30 minutes is enough time. In the first session, there were things that either one of us could have pursued based on the feedback that was coming through, or somethings that someone from the group may have wanted to try. We were both watching the clock pretty carefully, and that felt a bit pressured at times. Maybe two presenters at 45 minutes each could be appropriate taking into account who is presenting, and what they hope to accomplish.

  • Bill

I suggest each presenter have a twenty-minute span in which time they will

  1. Present a roughly ten-minute lesson segment;
  2. Receive comments;
  3. Modify and develop the lesson in response.

Number of Participants per Session

Because we’re designing the sessions with the time and space limitations in mind, we’ll need people to pre-register for each PALxT session. The space at the Bloomingdale School can only accommodate about a dozen people; if we try to work with much more than that we’ll run into traffic problems. Therefore, there will only be room for the first twelve or so who reply to the call for participation. For the same reason, we will not be able to accommodate walk-ins. If we can find another space with more room, we’ll relax these requirements.