Effects of Recorded Models on Novice Teachers’ Rehearsal Verbalizations, Evaluations, and Conducting

Abstract

In this study, the authors investigated effects of aural model—supported rehearsal preparation on selected behavioral and evaluative elements of novice teachers’ rehearsals. Sixteen preservice music teachers conducted high school bands in four 15-minute rehearsals (two rehearsals on two different pieces).To prepare for their rehearsals on one piece, participants were given only the conductor score, while for the other piece, they were given both a score and a recorded model of the piece on an audio compact disc.Video recordings of all 64 rehearsals were systematically observed for teachers’ verbalizations across several musical and teaching variables. Participants also completed post-rehearsal evaluations of their teaching and of the ensemble’s playing. Differences between conditions were small, with teachers’ verbalizations reflecting a proportionally greater concern for accuracy in the model-supported condition. Evaluations of rehearsals were less self-directed and were more critical of the ensemble, a finding consistent with previous research.There was virtually no difference in responses between conditions for conductor expressiveness.

Effects of Ensemble Size and Repertoire Difficulty on Ratings of Concert Band Performances

“…Participants were provided with a brief vignette describing each performing ensemble on the stimulus recording (including number of musicians). Following precedent in previous research studies (Montemayor & Moss, 2009; Silvey & Montemayor, 2014), we used Bergee’s (1995) three primary factors for concert band adjudication. Immediately following each vignette, an evaluation form appeared with which participants assessed the primary factors of ensemble tone quality/intonation, musicianship/expression, and rhythm/articulation on a 10-point Likert-type scale (ranging from 1 = poor to 10 = excellent ).…”

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

“…Effects of recordings on the score study process itself, however, seems to be a new area of inquiry. Anecdotal evidence from previous research studies (see Montemayor & Moss, 2009;Silvey & Montemayor, 2014) and our own experiences as teacher educators suggest that novice conductors prefer to have a model recording when possible, and it seems likely that the answers to our research questions (i.e., how novices generate an internal aural image from a conductor score) could look very different in either the presence or the absence of such a recording. Given that recordings (albeit of varying quality) of many selections from contemporary band repertoire are now more readily available than ever via commercial recordings and as YouTube videos (Whitaker, Orman, & Yarbrough, 2014), knowing how such recordings might affect novices' score study processes and their subsequent conducting performance seems important for developing and refining score study instruction in university conducting preparation programs.…”

“…Neither Wine (1995) nor Lane (2006) attempted to associate score study procedures with conducting achievement. Researchers have attempted to identify the effects of score study strategies on novices’ nonverbal and verbal conducting behaviors through prescribing sets of specific score study strategies for use before error detection and correction tasks (Crowe, 1996; Hochkeppel, 1993; Hopkins, 1991) and prior to conducting or rehearsing an ensemble (Montemayor & Moss, 2009; Silvey, 2011a; Silvey & Montemayor, 2014). Determining how undergraduates study scores outside of required academic course work and exploring possible associations between discrete score study practices and simulated conducting performances could help conducting pedagogues and music teacher educators understand how novice conductors apply learned techniques to independently prepare themselves to conduct and rehearse ensembles.…”

Score study procedures and processes among instrumental music teachers and students of varying experience.

“…This research affirms previous findings and adds error detection and error prediction as potential benefits of thorough score study for both professionals and novices. These findings are congruent with previous research (Crowe, 1996;Montemayor & Moss, 2009).…”

“…Musical modeling (recordings) has also been studied as a potential variable in rehearsal procedures, evaluations, and conducting. Montemayor and Moss (2009) utilized preservice music teachers (n=16) to determine if a recorded model in addition to a musical score would yield variations in rehearsal verbalizations, gestures, and assessment of students. Findings showed that expressiveness of conducting was virtually no different between conditions.…”