Course participants design, develop and carryout age-appropriate exercises for classes that use the movement-based approach to music education formulated by Emile Jaques-Dalcroze. At least two lessons for children given by participants are videotaped. Participants take notes following their teaching, observe videotapes of their teaching and comment critically, visit eurhythmics classes for children taught by certified Dalcroze teachers, record observations and comment on their observations, complete assigned readings that emphasize critical thinking and the process of qualitative inquiry and self-evaluation, keep notes on readings to integrate into their portfolio, conduct in-depth study of selected Dalcroze subjects, collect songs and other music material that exemplify specific Dalcroze subjects, and write two papers, each with focus on one Dalcroze subject. Students note emerging themes as they gain more information through the study of Dalcroze subjects, their observations and comments on classes taught by themselves and others, notes on assigned readings, commentaries in their personal journals, and triangulate these to form conclusions about what characterizes the Dalcroze approach. Students also review and discuss classes for children from the beginning of the academic year, begin to develop an overview of a year's course of study of music classes for children, plan an appropriate syllabus, and articulate a personal philosophy of music education for children integrating principles based on the Dalcroze approach. Topics covered include: diagnosis and evaluation of student performance in class through observation; self-evaluation by teacher through discussions with peers, with supervisors, and by keeping a personal journal or log; design and delivery of Dalcroze exercises toward a specific music goal. Prerequisite: 507A or by audition.