Survey of Current Attitudes Regarding a Three Part Orchestral Conducting Pedagogy Model and an Adaptation of Behavioral Principles for the Orchestral Conductor

• Other Authors: Kawakami, Etsushi Edward (authoraut)
• Format: Others
• Language: English; English
• Published: Florida State University
• Subjects: Music
• Online Access: http://purl.flvc.org/fsu/fd/FSU_migr_etd-8822

The purpose of this dissertation is two-fold: to explore currently held attitudes regarding three aspects of conducting pedagogy and to adapt behavioral principles currently in use by music educators for the orchestral conductor. To such end, a survey was administered to current members of the College Orchestra Directors Association (CODA), requesting participants to rate their agreement with three statements: 1) An effective conductor should possess strong musicianship skills, 2) An effective conductor should possess strong interpersonal/interactive skills, and 3) An effective conductor should possess strong baton technique. Following each rating scale, participants were encouraged to contribute free-form responses: "What advice/anecdotes would you have for a beginning conductor regarding the importance of musicianship skills/interpersonal skills/baton technique." Participants were also permitted to provide additional advice/anecdotes in a final free-form section: "Do you have any additional comments or anecdotes that you feel would be beneficial to a beginning conductor?" Respondents (N=45) provided extensive narrative content and a One-way ANOVA of skills ratings revealed that CODA members significantly value musicianship skills and interpersonal skills over baton technique in a conductor. There was no significant difference between ratings for musicianship skills and interpersonal skills. The second section of the dissertation focuses on adapting concepts of Approval/Disapproval and Intention/Function for use by the orchestral conductor utilizing anecdotal scenarios taken from actual conductor/ensemble interactions. Also included in the second section is a behavioral template for effecting autodidactic application of the afore mentioned concepts. === A Dissertation submitted to the College of Music in partial fulfillment of the requirements for the degree of Doctor of Philosophy. === Spring Semester, 2014. === April 18, 2014. === Behavioral, Emotional Intelligence, Interpersonal Skills, Orchestral Conducting, Rehearsal Skills === Includes bibliographical references. === Alexander E. Jiménez, Professor Co-Directing Dissertation; Clifford K. Madsen, Professor Co-Directing Dissertation; Douglas Fisher, University Representative; Alice-Ann Darrow, Committee Member; William E. Fredrickson, Committee Member.