Music conducting functions: A mixed-methods evaluation of theory and survey validity.

Gumm, Alan J

doi:10.1037/pmu0000218

Cited by 11 publications

(18 citation statements)

References 28 publications

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“…Dirigenter befinner seg i en kompleks lederrolle hvor de møter en rekke konkurrerende krav (Hunt et al, 2004) som kan forstås som rollefunksjoner -kunstner, håndverker, mentor og administrator (Jansson, 2018(Jansson, , 2019. I utøvelsen av disse funksjonene har forskere forsøkt å forstå musikalsk ledelse fra så vidt ulike vinkler som gestikk (Fuelberth, 2003;Gumm, 2018;Manternach, 2012;Wöllner & Auhagen, 2008;Yarbrough, 1975), relasjoner (Atik, 1994;Bonshor, 2017;Schiavio & Høffding, 2015) og persepsjon av korklang (Daugherty, 1999;Daugherty et al, 2013;Ternström, 1994Ternström, , 2003. Dirigentrollen er analysert ved bruk av ulike ledelsesteorier (Apfelstadt, 1997;Armstrong & Armstrong, 1996;Goodstein, 1987;Wis, 2002).…”

Section: Tidligere Forskningunclassified

The Discursive Terms of Music/Teacher Education at Four Higher Educational Institutions

Angelo¹,

Knigge²,

Sæther³

et al. 2021

Higher Education as Context for Music Pedagogy Research

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In this chapter, we examine how music/teacher education is represented on the websites of four Norwegian institutions that offer diverse kinds of music/teacher education at the BA, MA, and PhD levels and that offer qualifications for all types of music teaching professions in Norway. These four cases serve as examples of the main traditions of music/teacher educations in the Nordic area, with distinctive differences in their notions of music, pedagogy, professional orientation, and research. The analysis is theoretically grounded in Foucault’s concepts of power/knowledge and governmentality. The findings suggest, on the one hand, considerable variations among the institutions and, on the other hand, similarities in how the representations operate in a range of steering techniques in the ways that these education programs, orientations, groups, and individuals are portrayed. The concluding discussion questions the power/knowledge constructions that provide authority to the dominating discourses, critically pointing to some effects that diverse representations might have for positions, ambitions, and individuals. Getting the diverse communities of music/teacher educations to communicate seems imperative to evolve more reflexive, conscious, and participative music/teacher education programs in the 21st century.

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Section: Tidligere Forskningunclassified

The Discursive Terms of Music/Teacher Education at Four Higher Educational Institutions

Angelo¹,

Knigge²,

Sæther³

et al. 2021

Higher Education as Context for Music Pedagogy Research

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“…The most striking addition that must be made to other competency frameworks is that commonly construed types of leadership in the realm of musical leadership, such as authenticity (Gardner et al, 2011), altruistic service (Beck et al, 2014) and purposefulness (Ladkin, 2008), must be considered as an integral part of the leader's habitus and therefore conceptualised as existential competencies. Several scholars have contributed to the choral conductor competency model (Durrant, 2003;Gumm, 2012Gumm, , 2018Jansson, 2018), where the latter is the most comprehensive, consisting of 17 elements. These fall into six categories: Technical I (literal), Technical II (aural), Technical III (gestural), Relational, Existential I (commitment) and Existential II (potency).…”

Section: Choral Leader Competenciesmentioning

confidence: 99%

The construction of leadership practice: Making sense of leader competencies

Jansson¹,

Døving²,

Elstad³

2021

Leadership

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The notion of leadership competencies is a much-debated issue. In this article, we propose that how the leader makes sense of his or her competencies is key to leadership practice. Specifically, we look at how leaders reconcile discrepancies between the self-perceived proficiency of various competencies and their corresponding importance. Empirically, we study leaders within the music domain – how choral conductors make sense of their competencies in the shaping of their professional practice. We investigated how choral leaders in Scandinavia ( N = 638) made sense of their competencies in the face of demands in their working situations. A mixed methodology was used, comprising a quantitative survey with qualitative comments and in-depth interviews with a selection of the respondents. The results show that when choral leaders shape their practice, they frequently face competency gaps that compel them to act or adjust their identity. The key to this sensemaking process is how they move competency elements they master to the foreground and wanting elements to the background. The concept of ‘sensemaking affordance’ is introduced to account for how various leader competency categories are negotiated to safeguard overall efficacy.

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