Merging Conducting and Pedagogy Instruction for Undergraduate Instrumental Music Education Majors

Abstract

The purpose of this Self-Study of Teacher Education Practice (S-STEP) was to examine faculty and student perceptions of co-curricular experiences between an undergraduate instrumental conducting and a junior-level music education course. To help students develop their conducting and pedagogical skills simultaneously, music education and conducting faculty co-taught their courses and developed and implemented co-curricular assignments for 14 co-enrolled participants. Data were collected from faculty journals, meeting transcriptions, participant surveys, and interviews. Findings indicate that the collaboration and co-curricular experiences promoted student and faculty growth. Increased podium time and peer teaching opportunities during which students are given feedback greatly improved students’ perceived level of comfort and confidence in front of an ensemble. In addition, the co-teaching and co-curricular assignments between conducting and music education courses promoted substantial growth in students’ conducting and pedagogical skills and their ability to connect the two. Implications for music teacher education, future research, and further revision of these collaborative practices are discussed.

Who Are the Music Teacher Educators? Part 1

“…The JMTE has published some good models of research collaborations between music faculty working to understand their students. Causby et al (2023) reported on a Self-Study of Teacher Education Practices (S-STEP) collaboration between college ensemble conductors and instrumental music teacher educators regarding the intersections between their courses and I hope others might consider similar approaches.…”