Rhythm is elementary, inherent in every human being and becomes visible through self-directed action. If individual activities are given space in the course of the lesson and if they are taken up, repeated, continued, varied and developed in the overall structure of a group, situations arise that have an effect on the dynamics of the lesson and on the participants.
Impuls video: finding equilibrium
Important methodological approaches can be shaped, based on the phenomenon of rhythm, because rhythm has the following characteristics in addition to repetition, continuity and activity-orientation: synchronisation, holism, polarity, order, interdependence, variation, subject-boundness, goal-orientation, irreversibility and periodicity. These characteristics guide actions that form part of child-oriented, developmentally dynamic pedagogical work and are immanent in the Eurythmics approach.
Eurhythmics flows from the phenomenon of rhythm and can have a balancing effect on the participants in the course of a lesson. This is achieved, among other things, through the dialogical use of the means of music and movement and the variably designed tasks in which people are challenged and stimulated in different ways. This includes, for example, changing the tasks, the social form, the sensory offers or the alternation of active and relaxing phases.