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| Foreword | |
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| Preface | |
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| Acknowledgments | |
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| Background | |
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| One voice teacher's education | |
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| The Eclectic Voice Teacher | |
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| Why the Dalcroze Method? | |
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| Vocal mythology | |
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| Emile Jacques-Dalcroze | |
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| Biography | |
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| Influences | |
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| First Principles | |
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| The Dalcroze Methodology | |
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| The Dalcroze equation | |
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| Space, Energy, and Plasticity | |
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| Time | |
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| Weight | |
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| Balance | |
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| Plasticity | |
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| The normative measure and its effect | |
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| Arrhythm | |
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| Errhythm | |
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| Eurhythm | |
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| Effect of the Normative Measure | |
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| Understanding music through kinesthetics | |
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| Affect and Movement | |
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| The Dance of Affect | |
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| Playing Detective | |
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| Skills for Expressive Reading | |
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| Improvisation | |
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| Proaction and Reaction | |
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| Improvisation | |
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| Three Exercises in Plasticity | |
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| Mirror Exercises | |
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| Exercises that Develop Ability to Improvise Text or Music | |
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| Exercises in Gibberish | |
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| Musical Gibberish | |
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| Rhythmic solfege | |
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| Fixed do System | |
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| Comparison of German and French Theories | |
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| Summary | |
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| The behaviors for learning | |
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| Paying Attention | |
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| Turning Attention to Concentration | |
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| Remembering | |
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| Reproducing the Performance | |
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| Changing | |
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| Automating | |
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| Putting the Dalcroze Methodology to Work | |
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| Musical rules | |
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| Introduction | |
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| Aesthetic Choices | |
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| Two Assumptions | |
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| What Makes a Performance Expressive? | |
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| General Rules of Phrasing | |
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| Rules of Accentuation | |
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| Rules of Nuance | |
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| Applying eurhythmics to technique | |
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| Performer Controls | |
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| Voice Classification | |
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| Breathing | |
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| Articulation | |
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| Coordinating Ear and Voice | |
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| Coordinating Ear and Body | |
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| Affect and its Effect on Technique | |
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| Three Methods of Processing Information | |
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| Three Forms of Kinesthesia | |
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| Putting it all together: creative practicing | |
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| Important Principles | |
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| The Exercises | |
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| Singing Musically in the Early Learning Stages | |
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| Three sample lessons | |
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| First Lesson With a New Student | |
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| Lesson With a Second-Year Student | |
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| Lesson With a Fourth-Year Student | |
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| Summary | |
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| Conclusion | |
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| Questions and answers | |
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| Suggestions for learning a score musically | |
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| Exercises Distilled From Chapter 11 | |
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| Bonus Exercise for Non-Piano Players | |
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| List of Attitudes | |
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| Greenwell registration chart | |
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| Introduction | |
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| Elements of Registration | |
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| Bibliography | |
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| Index | |