Collegiate musicians’ experiences with democratic rehearsal procedures

Abstract

The purpose of this qualitative study was to explore collegiate musicians’ lived experiences with democratic rehearsal procedures in a concert band setting. A constructivist worldview and phenomenological framework were used to examine participants’ experiences using their own words through weekly written reflections, pre- and post- questionnaires, rehearsal interactions, and semi-structured interviews. Participants ( N = 42) were members of a co-directed, non-auditioned university concert band at a large midwestern university. Data collection took place during an eight-week concert cycle which included scaffolded democratic experiences such as (a) selecting music for performance, (b) participating in collaborative score study/preparation during rehearsal, (c) identifying and selecting music segments for rehearsal, (d) identifying and describing opportunities for individual and ensemble performance improvement, (e) analyzing, discussing, and making decisions regarding how the music should be performed, (f) participating in student-led sectionals, and (g) participating in student-led full ensemble rehearsal. Themes associated with participants’ experiences included (a) the value of multiple perspectives, (b) ownership and musical agency, (c) engagement, and (d) providing feedback. Participants indicated that the democratic rehearsal cycle was generally a positive experience. Application of democratic rehearsal procedures may aid students in developing their agency, musicianship, and musical independence.

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