Undergraduate music education majors’ perceptions of their development as conductors: Insights from a basic conducting course

Abstract

This multiple case study examined undergraduate music majors’ perceptions of their experiences while enrolled in a basic conducting course. During the semester, three sophomore music majors with an emphasis in band, choir, or orchestra each participated in three interviews, completed weekly reflection logs, and attended an end-of-the-semester videotaped conducting review. Analysis of the data revealed that participants focused on issues related to conducting gesture, often expressed uncertainty about their leadership and conducting abilities, believed that score study increased their confidence and conducting effectiveness, and that only after conducting an ensemble did they begin to gain awareness of the complexities of conducting. Furthermore, participants expressed the desire for more individualized feedback and conducting opportunities. These results suggest that undergraduates enrolled in conductor preparation programs might benefit from pedagogical activities that (a) connect their nonverbal conducting behavior to score study practices and (b) help students gain greater confidence when leading an ensemble.