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The purpose of this study was to ewe the effectiveness of Laban-based principles of movement and previous musical training on undergraduate beginning conducting students' ability to convey intended musical content. The subjects, 91 undergraduate beginning conducting students in a large midwestern university system, were randomly assigned to two treatment groups. One treatment group received instruction in the area of Laban based movement; the other treatment group received instruction in the area of expressive gestures. At the end of the treatments, the students were administered a videotaped posttest. Three conducting professors evaluated the students' ability to convey intended musical content through their conducting using the “Conductor Evaluation Guide II” developed by Stephen W. A. Miller. The effects of the independent variables, instructional method (Laban-based movement or expressive gestures) and previous musical training (instrumental or choral), on the dependent variable, ability to convey intended musical content, were analyzed using a two-way ANOVA (p < 0.05). Based on the statistical his, the results obtained from this study had the following implications: (1) Laban based movement appears to have value as an instructional tool for undergraduate beginning conducting students. (2) Conducting orientation, the tendency to see oneself as an instrumental or choral conductor, did not significantly affect students' ability to convey intended musical content. (3) There was no significant interaction between conducting orientation and the conducting treatments investigated.* *This dissertation includes a CD that is compound (contains both a paper copy and a CD as part of the dissertation). The CD requires the following application: CD Player.
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