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

Abstract

Reese Land for agreeing to serve on my thesis committee. Many thanks to Dr. Land for serving as my supervisor, mentor, and friend. I am eternally grateful to you for showing me what unrelenting kindness and unshakable optimism are capable of achieving. To my parents, Mark and Lori Mitchell, thank you for always encouraging me to pursue my goals and dreams. I am so grateful to have wonderful parents who believe in me. To my brothers, J.R. and Chris, thank you for supporting me in my endeavors and being there for me during life's most important moments. Finally, to my wife, Brittany. I could not have completed this project or this degree without your support, encouragement, and love.

Approaching the Podium: A Literature Review of Wind Band Conducting Pedagogies and Principles

“…In a separate review, Nápoles and Rawlings (2019) suggested that "The foundation of a conductor's work is movement; therefore, preservice music teachers need many opportunities within class meetings to move while receiving individualized feedback from the instructor" (p. 475). In the current review, score study was highlighted as an essential skill for all conductors to develop, though its prominence in introductory courses does not always reflect its importance (Lane, 2006;Mitchell, 2018;Neuenschwander, 2021;Silvey et al, 2017). Once ready to take the podium, it is suggested that informed score study should guide a conductor's musical intent and that planned and expressive gestures do not always translate to an ensemble's ability to perceive musical intent (Bodnar, 2017;Kaufman & Flanders, 2020;Lane, 2006).…”

“…Although there is no universal approach to teaching score study, many have concluded that its inclusion in the conducting curriculum is crucial (Lane, 2006;Mitchell, 2018;Neuenschwander, 2021;Silvey et al, 2017). Despite its widely regarded importance, limited time is often cited as a primary reason that teaching score study skills in beginning conducting classes is excluded (Silvey, 2011a).…”

Leading with score study: changing priorities in undergraduate conducting curricula

“…To ensure that students are not simply adopting an interpretation from a recording, conducting instructors may consider guiding students in critical listening strategies. On the other hand, both graduate and undergraduate students appear to have difficulty developing an aural image without recordings (Mitchell, 2018). Therefore, substantial time needs to be given to developing and integrating other score study skills, such as those employed in the examined course.…”

“…Silvey et al (2017) noted that a study by Zirkman (1984) suggested that many conducting teachers do not teach a particular method of score study, instead allowing students to select what may work best for them. Mitchell (2018), however, concludes that while there may be no universal process, teaching no method is a poor approach. Given that (a) score study is a foundational skill that supports a range of other aspects of conducting, (b) skills developed in other classes may not transfer, and (c) beginning undergraduate conducting students are unlikely to have enough reference points to understand the habits of mind of expert conductors, it seems that leaving students to figure out how to study a score is unlikely to succeed.…”