Charlotte pepper

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Charlotte Anna Pfeffer (born October 29, 1881 in Berlin ; † August 24, 1970 in Freiburg im Breisgau ) was a German rhythmist . She introduced the technical terms psychomotor education , psychomotor healing education and psychomotor skills . The sports pedagogue Ernst J. Kiphard received further training from Charlotte Pfeffer and adopted the term psychomotor education from her for his work in movement therapy

Professional background

Charlotte, called Lotte, received piano, singing and ballet lessons from an early age. After the secondary school for girls she studied at the Königl. University of Music, Berlin . There she became familiar with the Dalcrozen method . In 1909 Charlotte Pfeffer went to Geneva to be trained by Dalcroze. Finally, three years later, she passed her exam in rhythmic gymnastics in Hellerau , where she worked as an "auxiliary teacher for rhythmic gymnastics" in children's classes . In 1912 she taught at the Jaques-Dalcroze Institute in St. Petersburg . From 1913 to 1933 she was a lecturer for rhythmic gymnastics as well as ear training and improvisation at the Königl. University of Music, Berlin , later State University of Music :

In 1915 Charlotte Pfeffer began to work with singing students, her teaching activities expanded to include students at the opera school affiliated in 1920 and the orchestral school founded in 1922. The introduction of rhythmic education as part of university training in all areas of the expressive arts must be seen as a historical act by Charlotte Pfeffer .

In 1924 she was appointed professor and from 1926 taught rhythmic education as an independent subject within music education. Her appointment as professor happened

with a simultaneous restructuring of the university, as a result of Leo Kestenberg's reform efforts . She was a key partner in the negotiations and in the same year became a member of the commission for the examination of private music teachers in Prussia in the subjects of ear training and rhythmic education .

The rhythmist played a leading role in founding, on October 8, 1923, the Dalcroze Association (later the German Rhythmics Association (Dalcroze Association) ), of which she was elected first chairman.

In 1933, as a Kestenbergian and Jewish woman , Charlotte Pfeffer was removed from all her offices. She emigrated to fascist Italy, where she a. a. worked with disabled children in Naples and Rome. Looking back on her work in exile, she wrote:

After I emigrated to Italy in 1933, a pediatrician in Naples asked me to help treat a twelve-year-old mongoloid boy. From this day on, a long series of years dates in which I have been constantly occupied with questions of curative education. In Rome, I worked for years with neurologists (Prof. C. de Sanctis and others) at two large institutions with a hundred children. I was able to observe all kinds of physically and mentally damaged children in my exercise groups. There my work was called 'Pschomotor Education' .

After the collapse of the Nazi dictatorship, Charlotte Pfeffer returned to the Berlin School of Music as a professor in 1946 . There she was retired in 1952. She then worked as a freelance rhythm teacher at auxiliary schools in Berlin.

Two years after her retirement, Charlotte Pfeffer moved to Badenweiler and in 1956 to Freiburg im Breisgau. Until shortly before her death, she worked in curative education institutions in Austria and southern Baden and gave advanced and advanced training courses for kindergarten teachers and after-school care workers.

In his musical and musical memoirs , Leo Kestenberg accurately wrote that Charlotte Pfeffer had made the blessings of rhythmic gymnastics known to wide circles with great success .

Principles of their theory (psychomotor / psychomotor education)

For Charlotte Pfeffer, movement, all education, is the beginning , as the title of her publication published in 1958, is a collection of essays from 1927 onwards. In contrast, music, all healing, is the beginning . She stated about the elemental force of music, the close and deep interweaving of people and music:

Doesn't the music drive movement like a boisterous motor, with captivating rhythms and enticing sounds? Doesn't it steer in orderly paths through the melodic lines, their formal structure, their rhythmic structure, their voice guidance laws, their resolutions, their chord progressions? Doesn't it slow down the impetuous forces through ralentando, through decrescendo, through its long, calm notes, through its pauses full of silence or full of tension? And doesn't all of this correspond to our feelings, our actions, the varied rhythm of our expressions of life? Music and people are more closely and deeply interwoven than one might assume on a superficial view, therefore music and people have to be together, always permeate, complement and influence one another .

In her publications, the rhythmist repeatedly criticized the conventional view of human motor skills, which is ostensibly viewed from the functional-mechanistic point of view. As a result, asks

real human motor skills not according to purpose and performance. It is there and reveals itself. It has a psychic motor that obeys the impulse from the unconscious. It only becomes clear in this concept of psychomotor activity, which arises from the inexhaustible source of human existence, always new and ever changing and which comes to light spontaneously independently of intellect and calculation. Here lies an unmistakable development potential, because it emerges independently and on its own from the latent reserve of physical, mental and spiritual forces ... It saw the tasks of psychomotor education in two respects. First, the identified motor defect must be remedied and compensatory, positive motor impulses created. Second, a general, non-specialized base must be created on which all skills can develop. Pfeffer wanted to give the child recognition and legalization with various exercises, even though their motor skills were damaged. This removes his feelings of inferiority and allows him the freedom of motor invention .

Awards

A primary school and secondary school I with a special educational focus on "intellectual development" in Berlin-Mitte, Berolinastraße 8, was named after the rhythmist.

Works (selection)

  • The Dalcroze method in the service of musical professional training, in: Elfriede Feudel (Hrsg.): Rhythmik. Theory and Practice of Physical-Musical Education, Munich 1926, pp. 70 ff.
  • Music and gymnastics lessons in girls' schools; their points of contact and contradictions, in: Musikpädagogische Gegenwartsfragen, Leipzig 1928, pp. 190 ff.
  • Rhythmics for abnormal people, in: Zeitschrift für Kinderforschung 1941, p. 147 ff.
  • Music Education, in: Praise of Music 1946 / No. 52, p. 1 ff.
  • Rhythmics in Israel, in: Rhythmical Education 1954, p. 8 f
  • Psychomotor healing education, in: Zeitschrift für Kinderpsychiatrie 1955, p. 132 ff.
  • Movement of all education beginning, Zurich 1958
  • Listening, looking, grasping and grasping, in: Praise of Music 1961, pp. 1 ff.
  • Protective workshops and psychomotor skills, in: Praise of Music 1965, p. 1 ff.
  • Educationally incapable children ?, in: Communications of the working group Rhythmic Education 1967, p. 1 ff.

literature

  • Manfred Berger : Charlotte Pfeffer - biographical / rhythmic-pedagogical sketch of a forgotten pioneer of rhythmics, in: Rhythmics in Education 1994, p. 91 ff.
  • Manfred Berger: Charlotte Pfeffer - Your Life and Work, in: heilpaedagogik.de 2003, p. 11 ff.
  • Songrid Hürtgen-Busch: The pioneers of rhythmic-musical education in Germany, Frankfurt / Main 1996, p. 179 ff.
  • Leo Kestenberg: Turbulent times. Musically musical memories, Wolfenbüttel 1961
  • Reinhard Ring / Brigitte Steinmann: Lexikon der Rhythmik, Kassel 1997, p. 202 ff.
  • Anna-Christine Rhode-Jüchtern : Charlotte Schlesinger , Frieda Loebenstein and Charlotte Pfeffer in exile, in: Anna-Christine Rhode-Jüchtern / Maria Kublitz-Kramer (ed.): Echolos. Sound worlds of persecuted musicians during the Nazi era, Bielefeld 2004, p. 215 ff.
  • Dietmar Schenk: The Berlin University of Music, Wiesbaden 2004
  • Youn-tae Kim: A study on the competence-oriented and understanding approach and an attempt to introduce the Korean way of life into motology as a preventive and self-awareness measure, Marburg / Lahn 2005 (unpublished dissertation)

Web links

Individual evidence

  1. ↑ Rode-Jüchetern 2004, p. 230; see. http://www.nibis.de/~as-lg2/sp1/psychomo.htm and Ring / Steinmann 1997, p. 203
  2. ↑ Schenk 2004, p. 159 f
  3. ↑ Rhode-Jüchtern 2004, p. 219
  4. ↑ Hürtgen-Busch 1996, p. 180 f
  5. ↑ Schenk 2004, p. 160
  6. ^ Pfeffer 1958, p. 60
  7. ↑ Kestenberg 1961, p. 26
  8. ↑ Hürtgen-Busch 1996, p. 219
  9. ↑ Pfeffer 1958, p. 28
  10. ↑ Kim 2005, p. 17
  11. ↑ Homepage of the Charlotte Pfeffer School. Retrieved April 4, 2017 .
personal data
SURNAME Pepper, Charlotte
ALTERNATIVE NAMES Pfeffer, Charlotte Anna (full name)
BRIEF DESCRIPTION German rhythmist
DATE OF BIRTH October 29, 1881
PLACE OF BIRTH Berlin
DATE OF DEATH August 24, 1970
Place of death Freiburg in Breisgau