Effects of Conducting With or Without a Musical Score on Observers' Perceptions of Conductors.
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| Title: | Effects of Conducting With or Without a Musical Score on Observers' Perceptions of Conductors. |
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| Authors: | Springer, D. Gregory (AUTHOR), Silvey, Brian A. (AUTHOR), Doshier, Nickolas (AUTHOR), Hall, Faith (AUTHOR) |
| Source: | Journal of Research in Music Education. Apr2024, Vol. 72 Issue 1, p88-107. 20p. |
| Subjects: | Conductors (Musicians), Music scores, Music conducting, School bands, Video recording, Open-ended questions, Memorization |
| Abstract: | The purpose of this study was to examine the effects of conductor score use (conducting with a musical score vs. conducting without a score) on observers' perceptions of conductors. We also examined how those effects may differ when viewed from the ensemble perspective compared to the audience perspective. Participants (N = 126) were collegiate musicians who viewed two video recordings of a conductor leading a collegiate symphonic band through an excerpt of Grainger's Colonial Song. In one video, participants viewed the conductor using a musical score. In the other video, the conductor did not use a musical score. Half of the participants viewed the videos showing the front view of the conductor (ensemble perspective), and the other half viewed the back view of the conductor (audience perspective). Participants rated the conductor's competence and knowledge of the score in each video. Results indicated a significant effect due to score condition. However, that effect was not independent of viewing perspective or presentation order. Responses to open-ended questions indicated that conductor gesture was the most common aspect observed by participants, but participants also reported that conductor score use was one of the common aspects noticed when evaluating knowledge of the score. [ABSTRACT FROM AUTHOR] |
| Copyright of Journal of Research in Music Education is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Psychology and Behavioral Sciences Collection |
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| Abstract: | The purpose of this study was to examine the effects of conductor score use (conducting with a musical score vs. conducting without a score) on observers' perceptions of conductors. We also examined how those effects may differ when viewed from the ensemble perspective compared to the audience perspective. Participants (N = 126) were collegiate musicians who viewed two video recordings of a conductor leading a collegiate symphonic band through an excerpt of Grainger's Colonial Song. In one video, participants viewed the conductor using a musical score. In the other video, the conductor did not use a musical score. Half of the participants viewed the videos showing the front view of the conductor (ensemble perspective), and the other half viewed the back view of the conductor (audience perspective). Participants rated the conductor's competence and knowledge of the score in each video. Results indicated a significant effect due to score condition. However, that effect was not independent of viewing perspective or presentation order. Responses to open-ended questions indicated that conductor gesture was the most common aspect observed by participants, but participants also reported that conductor score use was one of the common aspects noticed when evaluating knowledge of the score. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 00224294 |
| DOI: | 10.1177/00224294231173318 |
