Acquiring the Art of Conducting: Deliberate Practice as Part of Professional Learning

Abstract

Research was and still is involved in the controversial issue about innate talent or extensive practice as the determinants of excellent performance in a range of domains. This study aims to contribute by presenting an analysis of practice activities in a domain that appears to be particularly suitable—orchestral conducting. Most conductors usually attain expertise in instrument playing prior to commencing conducting studies. Twenty-seven students of German study programs of orchestral conducting (approximately 18.7% of the population) responded to a questionnaire about their practice activities in conducting programs and their instrumental experiences. Descriptive results show the wealth of prestudy experiences conducting students have. A clear influence on practice activities cannot be stated. During study, students rated conducting-specific practice activities as more demanding and devoted more time to them than to general music practice activities. Therefore, conducting-specific practice activities might have been practiced more deliberately than general music practice activities.

Classroom walkthrough observations in a state university: On grounded theory

“…Enlightened educational leaders employed the classroom walkthrough observation approach, and this gave students confidence in their established findings as concluded by Schmidt et.al. [25]. This was followed by increased engagement in the proposed activities.…”

Five parameters for studying leadership styles in orchestra conductors

“…The profile of a conductor requires a leadership attitude and high levels of interpersonal skills and emotional intelligence, combined with musical skills and knowledge (Biasutti, 2012). An effective conductor could be seen as a relationship-oriented leader who combines different roles: mentor, innovator, facilitator, educator, director, and coordinator (Hunt et al, 2004; Schmidt et al, 2021).…”