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

Autor/inn/en	Regier, Bradley J.; Scherer, Alec D.; Silvey, Brian A.; Baughman, Melissa
Titel	Undergraduate Choral Conducting Courses: Examining Students' Practice Behaviors and Instructors' Pedagogy
Quelle	In: Journal of Music Teacher Education, 31 (2022) 3, S.66-80 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Regier, Bradley J.) ORCID (Scherer, Alec D.) ORCID (Silvey, Brian A.) ORCID (Baughman, Melissa)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1057-0837
DOI	10.1177/10570837221076382
Schlagwörter	Singing; Undergraduate Students; Music Education; Administrator Education; Student Attitudes; Music Teachers; Introductory Courses; Time Management; Teaching Methods; Teacher Attitudes; College Faculty; Video Technology; Skill Development; Teacher Student Relationship; Textbooks; Self Concept + Suchen Sie Ihr Suchwort? Gesang; Musikerziehung; Schülerverhalten; Music; Teacher; Teachers; Musiklehrer; Einführungskurs; Zeitmanagement; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerverhalten; Fakultät; Kompetenzentwicklung; Qualifikationsentwicklung; Teacher student relationships; Lehrer-Schüler-Beziehung; Textbook; Text book; Schulbuch; Lehrbuch; Selbstkonzept
Abstract	The purpose of this study was to investigate undergraduate choral conducting students' conducting practice approaches, time allocation, and beliefs. A secondary purpose was to examine conducting instructors' pedagogy and beliefs about their students' practice approaches. Undergraduate students enrolled in an introductory choral conducting class (N = 126) and their instructors (N = 12) responded to separate questionnaires. Students and instructors agreed that technical skills came more naturally than expressive skills, and students reported practicing technical skills more often than expressive skills. Although instructors and students agreed to the frequent use of "singing or humming musical lines" as a practice strategy, they did not align regarding the importance of using video recordings within practice sessions. Based on our results, we recommend that instructors explicitly share their practice expectations with students and introduce an incremental approach to developing expressive conducting skills earlier in the curriculum. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01