An Examination of Undergraduate Conductor Practice Behavior

Abstract

The purpose of this study was to examine undergraduate conductors’ personal approaches to conducting practice, practice time allocation, and beliefs about their conducting abilities. Participants ( N = 126) were undergraduate conductors enrolled in basic conducting courses at 17 NASM (National Association of Schools of Music)–accredited institutions. Our findings indicated that “patterns” and “dynamics” were the most practiced conducting behaviors. “Sing or hum musical lines” and “silent conducting practice” were the most used practice strategies. Through responses to open-ended items, participants shared that hand independence was the most challenging conducting skill and wished that it was discussed more by their conducting instructor, while “conducting patterns” was the skill that came most naturally. Undergraduate conductors practiced an average of 48 minutes per week across 2 to 3 days, and during practice sessions they used a score almost three fourths of the time. Implications for conducting practice and curricula are discussed.

High School Band Directors’ Perceptions and Applications of Democratic Rehearsal Procedures in Concert Band Rehearsals

“…I did not examine statistical indicators of reliability because I analyzed data using only item-level descriptive statistics, rather than inferential analyses. This decision was consistent with authors of recent studies who also reported respondents’ beliefs about their own personal behaviors and did not report measures of reliability (Egger & Springer, 2018; Regier et al, 2020; Silvey et al, 2016; Sims & Cassidy, 2016).…”

“…A music education doctoral student with training in qualitative procedures served as a reliability coder. Consistent with previous investigations (Cumberledge et al, in press; Regier et al, 2020), a random sample of 20% of the data was selected for both coders to analyze. Once completed, we met and discussed our codes, resolving any disagreements.…”

Perceptions and Preparedness: Preservice Music Educators and Popular Music Teaching Skills

“…These individuals judged the questionnaire to be valid for its intended use, and their suggestions about clarity and functionality were integrated into the finished instrument (e.g., alphabetization of list items, consolidation of certain terminology, and refinement of the popular music definition provided at the beginning of the questionnaire). Similar to recent descriptive studies (Regier et al, 2019; Silvey et al, 2016; Sims & Cassidy, 2016), I did not calculate statistical reliability indicators given the descriptive nature of the current study and the heterogeneous nature of the items rated on the questionnaire.…”

Undergraduate Choral Conducting Courses: Examining Students’ Practice Behaviors and Instructors’ Pedagogy

“…Score study and rehearsal pedagogy are common undergraduate conducting course topics (Feldman et al, 2021). Undergraduate instrumental conductors have reported using a score almost three-fourths of the time during practice sessions (Regier et al, 2020); score study is associated with more meaningful eye contact, effective gestures, and conductor confidence (Silvey, 2011a). Score study can help conductors internalize mental and aural models from which to guide rehearsal (Battisti & Garofalo, 1990).…”

“…Regier et al (2020) found that undergraduate students enrolled in an instrumental conducting course reported practicing two to three times per week for an average of 48 min. While practicing, undergraduate conductors most frequently indicated working on rudimentary skills such as conducting patterns, dynamics, and cues, whereas expressive skills such as Laban movements and facial expression were practiced less often.…”