We introduced elements of Dalcroze method in the second, fourth and sixth year of Primary music school solfeggio class, aiming to explore possibilities of enhancing student's motoric and rhythmic performance in selected tasks. Indicators of performance score for each student were submitted to teachers' ratings. In statistical analysis, overall teachers' ratings of students' performances for each of the indicators were aggregated, separately for pretest and posttest assessment. Factor analyses (Maximum likelihood method, Promax rotation) of those pretest and posttest ratings on each indicator yielded analog two-factor structure. Two factors, motoric and rhythm, were moderately correlated. While both groups performed better in posttest, experimental group managed to reach statistically significant increase in rhythmic performance. However, the difference in pretest and posttest motoric performance between the two groups, remained approximately the same. Thus, experimental group has progressed more, both in motoric and rhythmic performance, while only the difference in rhythmic performance yielded statistical significance. Explanations could be looked for in the features of the sample, considering significant difference in pretest motoric performance in favor of the experimental group. Nevertheless, this pilot study gave us some insights into the underlying factors of our students' motoric and rhythmic performance (nature vs./and nurture) and at least some evidence in favor of movement playing a greater role in standard solfeggio curriculum in primary music school.