Promoting learning and interaction during choir rehearsal: A comparison of two conduction profiles

Abstract

In a previous work, the implicit theories about the teaching - learning of music shown by 40 choir directors were studied through quantitative analysis. In this study, the practice of two of those directors who respectively showed a traditional profile and a more complex one, is compared. Firstly, we provide a description of the practice of the two conductors in terms of rehearsal structure, main typical activities and some of the learning dimensions that they promote comparing both quantitatively and qualitatively. Secondly, we look at the relationship between what each conductor actually does during the rehearsal and his implicit theories regarding learning music. We analyzed the rehearsal practices of two amateur youth choir conductors. These conductors were selected in accordance with the teaching profiles they were shown to have from a previous research study. There was one traditional profile, focused on learning outcomes, and one profile focused on student learning and representation. Differences in practice were analyzed in terms of rehearsal structure, main typical activities and some of the learning dimensions that they promote. We also considered the relationship between the conceptions of the conductors and their practices, finding there was a strong relationship between theories and practices to identify two different ways of conducting the choirs.

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