An Examination of Undergraduate Conductor Practice Behavior

Autor/inn/en	Regier, Bradley J.; Scherer, Alec D.; Silvey, Brian A.
Titel	An Examination of Undergraduate Conductor Practice Behavior
Quelle	In: Journal of Music Teacher Education, 29 (2020) 3, S.37-49 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Regier, Bradley J.) ORCID (Scherer, Alec D.) ORCID (Silvey, Brian A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1057-0837
DOI	10.1177/1057083719890288
Schlagwörter	Undergraduate Students; Music Activities; Musicians; Music Education; Time Management; Singing; Student Attitudes; Musical Composition; Behavior Patterns; Administrators; Missouri + Suchen Sie Ihr Suchwort? Musikalische Aktion; Musiker; Musikerziehung; Zeitmanagement; Gesang; Schülerverhalten; Komponieren
Abstract	The purpose of this study was to examine undergraduate conductors' personal approaches to conducting practice, practice time allocation, and beliefs about their conducting abilities. Participants (N = 126) were undergraduate conductors enrolled in basic conducting courses at 17 NASM (National Association of Schools of Music)--accredited institutions. Our findings indicated that "patterns" and "dynamics" were the most practiced conducting behaviors. "Sing or hum musical lines" and "silent conducting practice" were the most used practice strategies. Through responses to open-ended items, participants shared that hand independence was the most challenging conducting skill and wished that it was discussed more by their conducting instructor, while "conducting patterns" was the skill that came most naturally. Undergraduate conductors practiced an average of 48 minutes per week across 2 to 3 days, and during practice sessions they used a score almost three fourths of the time. Implications for conducting practice and curricula are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01