The conductor-teacher, conductor-learner: An autoethnography of the dynamic conducting/teaching, learning process of an advanced level wind ensemble conductor
King, SM (2011) The conductor-teacher, conductor-learner: An autoethnography of the dynamic conducting/teaching, learning process of an advanced level wind ensemble conductor. Research Master thesis, University of Tasmania.
This study aimed to examine the nature of the work of a conductor-music educator,
more specifically my lived experience as a music educator, conductor and performer
as I worked with a community music program in regional Tasmania, Australia. The
study was conceived from a desire to better understand my own practice as a music
educator and conductor. It is through this desire that I examine the nature of the
conductor-music educator‘s work through my eyes and the eyes of members of an
ensemble I conduct. A number of research studies have examined music educators‘
work and the conducting practice.
To assist in the understanding of the complex work of the conductor-music educator
it was important to gain an understanding of the development of the large
instrumental ensemble performance and within music education in Tasmania,
Australia. To achieve this it was necessary to explore the international (United
States of America and United Kingdom) influences on Australian music education.
It was also necessary to review literature pertaining to the work of the music
educator and skills and the work of the conductor within an educational context.
An autoethnographic approach was taken to facilitate an understanding my practice
as a conductor-music educator. This approach provided opportunities for me to
reflect upon how I became the musician, music educator and conductor I am today.
Data were generated through my reflexive writings, journaling, rehearsal plans,
rehearsal video footage, concert video footage, ensemble participant interviews and
video-stimulated interviews. The rich data generated provided an insight into my
work as a conductor-music educator. These data are considered in relation to the literature the work of the music educator, the development and art and craft of a
conductor, and the work of the conductor-music educator.
The findings from this study suggest that the nature of the conductor-music
educator‘s work is multifaceted and multi-layered. The relationship between
repertoire (music pedagogical texts) selection and preparation, rehearsal planning,
rehearsal implementation and rehearsal reflection is inextricably linked; it is a cyclic
process where one stage informs the next stage. Fundamentally a conductor-music
educator never stops teaching and during rehearsals they must engage ensemble
members‘ fingers (technique) and musicianship (brain). This engagement comes
through the planning and implementation of meaningful experiences which empower
ensemble members to learn.
The findings of this study highlight the need for pre-service music education courses
to provide future conductor-music educators with a good understanding of the
choreography of conducting. However, it is important for pre-service music
education students to also learn how teach for musical understanding through the use
of meaningful and effective teaching strategies and the art and craft of conducting.
Most importantly is the realisation that the conductor-music educator never stops
teaching and learning.
|Item Type:||Thesis (Research Master)|
|Additional Information:||Copyright © the Author|
|Keywords:||conductor, music educater, teacher, wind band|
|Deposited By:||ePrints Officer|
|Deposited On:||03 Sep 2011 14:11|
|Last Modified:||11 Dec 2012 14:21|
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