Band Directors' Perceptions of Instrumental Conducting Curricula
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| Title: | Band Directors' Perceptions of Instrumental Conducting Curricula |
|---|---|
| Language: | English |
| Authors: | Silvey, Brian A. (ORCID |
| Source: | Journal of Music Teacher Education. Oct 2020 30(1):65-78. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 14 |
| Publication Date: | 2020 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Music Education, Music Activities, Administrator Attitudes, Undergraduate Students, Social Media, Teaching Methods, Educational Change, Curriculum Development, Study Habits, Cues, Error Correction, Music Teachers, Teacher Educators, Music Reading, Self Efficacy, Instructional Effectiveness |
| DOI: | 10.1177/1057083720933218 |
| ISSN: | 1057-0837 |
| Abstract: | The purpose of this study was to examine inservice band directors' perceptions of their undergraduate instrumental conducting curricula. Members (N = 141) of the "Facebook" Band Directors Group who had completed undergraduate conducting and rehearsal techniques coursework responded to an online survey. Respondents felt more confident demonstrating technical conducting behaviors versus expressive ones, perceived their instruction in conducting skills superior to their rehearsal skill instruction, and desired additional conducting and rehearsal experiences that were more representative of what they encountered once they began teaching. Respondents' most desired curricular change was for additional instruction in rehearsal planning, error detection and correction, and instrument-specific pedagogy. The three most frequently used score study behaviors were "initial, casual read-through of the score," "define all unfamiliar terms," and "marking important cues." Based on our findings, we discuss ways in which music teacher educators can improve their instrumental conducting courses. |
| Abstractor: | As Provided |
| Entry Date: | 2020 |
| Accession Number: | EJ1269933 |
| Database: | ERIC |
| Abstract: | The purpose of this study was to examine inservice band directors' perceptions of their undergraduate instrumental conducting curricula. Members (N = 141) of the "Facebook" Band Directors Group who had completed undergraduate conducting and rehearsal techniques coursework responded to an online survey. Respondents felt more confident demonstrating technical conducting behaviors versus expressive ones, perceived their instruction in conducting skills superior to their rehearsal skill instruction, and desired additional conducting and rehearsal experiences that were more representative of what they encountered once they began teaching. Respondents' most desired curricular change was for additional instruction in rehearsal planning, error detection and correction, and instrument-specific pedagogy. The three most frequently used score study behaviors were "initial, casual read-through of the score," "define all unfamiliar terms," and "marking important cues." Based on our findings, we discuss ways in which music teacher educators can improve their instrumental conducting courses. |
|---|---|
| ISSN: | 1057-0837 |
| DOI: | 10.1177/1057083720933218 |
