An Observational Study of Score Study Practices Among Undergraduate Instrumental Music Education Majors
Datos Bibliográficos
| ID | 10200480 |
|---|---|
| Autores | Brian A Silvey (0000-0002-5903-6273, University of Missouri, Columbia, MO, USA, autor de correspondencia), Mark Montemayor (0000-0001-7848-7929, University of Northern Colorado, Greeley, CO, USA), Christopher M Baumgartner (0000-0002-1506-8230, University of Oklahoma, Norman, OK, USA) |
| Año | 2017 |
| Volumen | 65 |
| Número | 1 |
| Páginas | 52-71 |
| Fecha de publicación | 2017-02-15 |
| Peer Reviewed | Sí |
| Open Access | Sí |
| Tipo | ARTICLE |
| Revista | Journal of Research in Music Education (JOURNAL) |
| Identificadores de la revista | ISSN: 0022-4294 • E-ISSN: 1945-0095 |
| Editorial | SAGE Publishing (PUBLISHER • US) |
| DOI | 10.1177/0022429416688700 |
| OpenAlex | W2588075358 |
| Idioma | EN |
| Citas recibidas | 8 |
| Referencias citadas | 24 |
The purpose of this study was to investigate undergraduate instrumental music education majors’ score study practices as they related to the effectiveness of their simulated conducting. Participants ( N = 30) were video recorded in two sessions in which they completed a 20-min score study session and a simulated conducting performance. In the first score study session, all 30 conductors studied Mini-Suite for Band, Movement 1. In Session 2, participants studied Portrait of a Clown but this time either with a model recording ( n = 15) or without one ( n = 15). We computed the overall duration of participants’ score study behaviors for both pieces. Additional data included graduate students’ evaluations of participants’ post–score study conducting performances and an inventory of participants’ score study markings. We found a significant difference in the proportion of time spent in score studying activities between the model and no-model condition conductors, with more time spent in gesturing when studying along with a model. Evaluations of participants’ conducting revealed no differences between those conductors who used a model and those who did not while studying Portrait of a Clown. Our analysis of conductors’ score markings revealed a small number of notable differences between stronger/weaker conductors and between model/no-model conditions. Implications for undergraduate conductor preparation programs are discussed
Art · Graduate students · Music education · Observational study · Pedagogy · Portrait · Session (web analytics · Statistics · Visual arts · Computer Science · Diverse Music Education Insights · Mathematics · Music Therapy and Health · Neuroscience and Music Perception · Psychology
Investigating the Roles of Pedagogical Content Knowledge in Music Education
Band Directors’ Perceptions of Instrumental Conducting Curricula
Conducting and Rehearsal Skills in Preservice Music Education
Undergraduate Choral Conducting Courses
An examination of collegiate musicians’ ability to discern conductor intent
A PRISMA review of research on music practice
Effects of Model Recordings on Undergraduate Conductors’ Tempo Selections
Effects of Ensemble Size and Repertoire Difficulty on Ratings of Concert Band Performances
Effects of Modeling and Tempo Patterns as Practice Techniques on the Performance of High School Instrumentalists
Effects of Model Performances on Music Skill Acquisition and Overnight Memory Consolidation
The Effects of Modeling, Self-Evaluation, and Self-Listening on Junior High Instrumentalists' Music Performance and Practice Attitude
Undergraduate Instrumental Music Education Majors' Approaches to Score Study in Various Musical Contexts
Effects of Score Study Style on Beginning Conductors' Error-Detection Abilities
Effects of Internal and External Focus of Attention on Novices’ Rehearsal Evaluations
It's Not How Much; It's How
Effects of Recorded Models on Novice Teachers’ Rehearsal Verbalizations, Evaluations, and Conducting
An Observational Study of Intermediate Band Students’ Self-Regulated Practice Behaviors
The Effect of a Recorded Model on Band Students' Performance Self-Evaluations, Achievement, and Attitude
In Pursuit of the Expert Pedagogue
The Teaching of Instrumental Music
Basic Conducting Techniques
Cognition and Improvisation
Knowledge and Teaching
| Obras citantes distintas | 8 |
|---|---|
| Citas por año | 1,33 |
| Intervalo de citas | 2020 - 2023 (4) |
| Velocidad de citación | historical |
| Altamente citado | No |
| Tipos de cita | Neutras: 8 |