Effects of Conducting-Gesture Instruction on Seventh-Grade Band Students' Performance Response to Conducting Emblems

Rebecca Cofer

40 citations0/0 files storedJournal of Research in Music Education

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Diverse Music Education Insights Music Education and Analysis Musicians’ Health and Performance

Abstract

This study is an investigation of the effects of short-term conducting gesture instruction on seventh-grade band students' recognition of and performance response to musical conducting emblems (gestures). Subjects were 60 seventh-grade wind instrumentalists. During 5 consecutive days, treatment-group subjects (n − 30) received instruction designed to improve their recognition and response to common conducting gestures. The control group ( n = 30) participated in a warm-up routine designed to review concepts of musical expression without the use of conducting gestures. Two dependent measures of conducting-gesture recognition were used in this study: (1) a paper-and-pencil measure and (2) an individual musical performance measure. An independent t-test revealed statistically significant differences in favor of the treatment group for the paper-and-pencil test (p < . 001). Additional analysis by a repeated-measures ANOVA revealed statistically significant differences in favor of the treatment group for the individual musical performance test (p < .0001). Results of this study indicate that short-term conducting-gesture instruction is effective in improving the recognition of and performance response to musical conducting emblems for seventh-grade band students.

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References

1963Experimental and Quasi-Experimental Designs for Research 1951Estimation of the Reliability of Ratings 1975Effect of Magnitude of Conductor Behavior on Students in Selected Mixed Choruses 1990Recognition of Intensity Contrasts in the Gestures of Beginning Conductors

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