This paper explores the integration of a Dalcroze-inspired teaching method into swing jazz vocal instruction for undergraduate music students at a private university in Manila, Philippines. Swing jazz, known for its unique rhythmic qualities, poses challenges for learners who are not familiar with its stylistic nuances. To address these challenges, the research implemented a series of action research-based classes to investigate how movement-based strategies, rooted in Dalcroze principles, could enhance students' rhythmic accuracy and expressiveness in singing.The study involved 15 undergraduate students with basic musical training who participated in structured lessons, feedback sessions, and performance evaluations. Data were collected through classroom observations, reflections from both students and teachers, and performance assessments. The findings indicate that embodying rhythm through movement not only improved students' rhythmic precision but also cultivated greater stylistic awareness and expressive delivery. These results underscored the potential of experiential and embodied learning methods in music education, particularly in genres where rhythm is essential.The researcher’s background as a jazz singer and teacher in China informed the design and facilitation of the lessons, contributing both practical expertise and an intercultural perspective. Overall, the study demonstrates that a Dalcroze-inspired approach can serve as an effective pedagogical framework for teaching swing jazz vocals, with implications for curriculum design in music programs.