Abstract
Emile Jaques-Dalcroze developed a new way of teaching musicianship from a kinesthetic grounding rather than a purely aural one through the incorporation of movement, rhythmic solfège, and improvisation. This approach is primarily used in the general music context, however, there are principles and exercises that can benefit students in secondary instrumental music education where the primary vehicle of instruction is in the large ensemble context. This project aims to identify the broader outcomes of the Dalcroze approach and how those outcomes can be implemented in a secondary instrumental music classroom, to suggest exercise ideas for music educators, and to identify potential challenges in implementation.