Using Conducting Gestures to Teach Music Concepts A Review of Research

Abstract

M uch that is taught and learned in performance ensembles involves abstract concepts. Music teachers use a variety of strategies and behaviors to convey these concepts. Researchers have investigated patterns of nonverbal communication that teachers use with performing ensembles. This communication takes the form of conducting gestures that link teachers ' ideas to students ' actions (Tait, 1992). Conducting gestures, involving body and arm movement, eye contact, facial expression, and overall posture, are tools that teachers use to interact with students. In addition, research has shown that conducting gestures are capable of convey-ing a variety of musical concepts, including rhythm, style, phrasing, and dynamics (Baxter & Stauffer,

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