An Observational Study of Score Study Practices among Undergraduate Instrumental Music Education Majors

Autor/inn/en	Silvey, Brian A.; Montemayor, Mark; Baumgartner, Christopher M.
Titel	An Observational Study of Score Study Practices among Undergraduate Instrumental Music Education Majors
Quelle	In: Journal of Research in Music Education, 65 (2017) 1, S.52-71 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4294
DOI	10.1177/0022429416688700
Schlagwörter	Undergraduate Students; Music Education; Majors (Students); Musical Instruments; Musical Composition; Models; Musicians; Leadership; Preservice Teacher Education; Video Technology; Observation + Suchen Sie Ihr Suchwort? Musikerziehung; Musikinstrument; Komponieren; Analogiemodell; Musiker; Führung; Führungsposition; Lehramtsstudiengang; Lehrerausbildung; Beobachtung
Abstract	The purpose of this study was to investigate undergraduate instrumental music education majors' score study practices as they related to the effectiveness of their simulated conducting. Participants (N = 30) were video recorded in two sessions in which they completed a 20-min score study session and a simulated conducting performance. In the first score study session, all 30 conductors studied "Mini-Suite for Band, Movement 1." In Session 2, participants studied "Portrait of a Clown" but this time either with a model recording (n = 15) or without one (n = 15). We computed the overall duration of participants' score study behaviors for both pieces. Additional data included graduate students' evaluations of participants' post-score study conducting performances and an inventory of participants' score study markings. We found a significant difference in the proportion of time spent in score studying activities between the model and no-model condition conductors, with more time spent in gesturing when studying along with a model. Evaluations of participants' conducting revealed no differences between those conductors who used a model and those who did not while studying "Portrait of a Clown." Our analysis of conductors' score markings revealed a small number of notable differences between stronger/weaker conductors and between model/no-model conditions. Implications for undergraduate conductor preparation programs are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01