Conducting and Rehearsal Skills in Preservice Music Education: A Review of the Literature

Abstract

Preservice music educators are expected to develop a variety of skills throughout their undergraduate program to prepare them for the challenges of classroom instruction. One of the most complex tasks is to learn how to effectively conduct and rehearse large ensembles. Preservice music educators often struggle with conducting gestures, balancing verbal and nonverbal instruction, and error detection. Researchers have explored these and other aspects of conducting and rehearsal skills development and offered suggestions concerning undergraduate music education curricula. The purpose of this review of the literature is to synthesize research related to conducting and rehearsal skills development and offer suggestions for improving preservice music educators’ related skills.

Merging Conducting and Pedagogy Instruction for Undergraduate Instrumental Music Education Majors

“…These findings align with previous studies which indicated that increased score study, peer teachings, live feedback from faculty, and video reflection benefit preservice music educators' skill development (Causby, 2021;Grey, 2022b;Parker et al, 2017;Silvey & Major, 2014;Teachout, 2004). Extant literature pointed to a need for a cyclical undergraduate music education curriculum allowing students teaching opportunities and lab experiences over multiple semesters as well as a connection between music education and conducting curricula (Causby, 2021;Grey, 2022a;Hart, 2019;Noon, 2019;Silvey et al, 2020), and the present study indicates that these strategies are effective music teacher education practices that promote student and faculty growth.…”

“…My colleagues and I have experienced and observed exactly what the literature indicates: Undergraduate music education courses focused on lesson planning, pedagogy, assessment (Hewitt & Koner, 2013; Wagoner & Juchniewicz, 2017), and conducting courses focused on score study, literature, movement, and technique (Hart, 2019; Silvey, 2011; Silvey & Major, 2014; Silvey et al, 2020). We have witnessed students’ need for podium time, peer teaching opportunities with feedback, and a connection between their conducting and methods courses (Causby, 2021; Grey, 2022a, 2022b; Hart, 2019; Noon, 2019; Silvey, 2011; Silvey et al, 2020; Silvey & Major, 2014). Our collective experiences as students, teachers, and music teacher educators have shaped our teaching philosophies, inspired us to create curricular revision, conduct the current self-study to reflect on and refine our practices, and the lens through which findings are viewed.…”

“…They found that instrumental music teaching requires integration of teaching and conducting and indicated that music teacher and conductor education courses should be multifaceted, allowing students opportunities for the integration that will ultimately be demanded of them in practice. To afford students such opportunities, extant literature suggests facilitating lab-based learning experiences, allowing students more podium time, and using a cyclical curriculum in which conducting and rehearsal techniques are integrated and woven throughout courses across multiple semesters (Causby, 2021; Grey, 2022a; Hart, 2019; Noon, 2019; Silvey, 2011; Silvey et al, 2020). These approaches were applied and examined in the current study.…”