Latent structure of gestures in orchestra conducting students under self-observation conditions

Abstract

Self-observation has proven to be a powerful medium for personal and professional growth and development. This research makes use of self-observation through video to determine the latent structure that underlies the gestures to be learned and mastered by orchestra conducting students. Exploratory Factorial Analysis (EFA) techniques have been applied to the assessments of the performances of the orchestra conducting students who participated in the experimental group of this study ( N = 13, males: 38.5%, females: 61.5%) before and after a self-observation experience. The results show a better integration of the gestures performed, and an improvement in the awareness of gestural details that go unnoticed if they are not visualized from outside; an improvement in gestural learning and in the self-regulation of learning; gestural maturation and a more selective focus on the gestures that must be corrected, as well as propitiating a vision of the body as a whole.

Five parameters for studying leadership styles in orchestra conductors

“…Research in orchestra conducting has attracted the attention of scholars in different fields, who often treat music conducting as an arena that can offer valuable insights into topics such as education, leadership, group coordination, and teamwork (Bennis, 1989; Bonshor, 2017; de Reizábal & Gómez, 2019; Drucker, 1988; Hackman, 2002; Hunt et al, 2004; Jansson & Balsnes, 2021; Jansson, Elstad & Døving, 2021; Mintzberg, 1998; Pollack, 1991). A plethora of theoretical and applied interdisciplinary perspectives have been offered regarding how an orchestra conductor could be viewed as a leadership model for chief executive officers (CEOs) and managers (Annushkina et al, 2015; Atik, 1994; Bennis & Nanus, 1985; Drucker, 1988; Nica, 2013; Pasher et al, 2020; Traub, 1996).…”