Band Directors’ Perceptions of Instrumental Conducting Curricula

The purpose of this study was to examine inservice band directors’ perceptions of their undergraduate instrumental conducting curricula. Members ( N = 141) of the Facebook Band Directors Group who had completed undergraduate conducting and rehearsal techniques coursework responded to an online survey. Respondents felt more confident demonstrating technical conducting behaviors versus expressive ones, perceived their instruction in conducting skills superior to their rehearsal skill instruction, and desired additional conducting and rehearsal experiences that were more representative of what they encountered once they began teaching. Respondents’ most desired curricular change was for additional instruction in rehearsal planning, error detection and correction, and instrument-specific pedagogy. The three most frequently used score study behaviors were “initial, casual read-through of the score,” “define all unfamiliar terms,” and “marking important cues.” Based on our findings, we discuss ways in which music teacher educators can improve their instrumental conducting courses.

The effect of behavioral rehearsal technique through group counseling for overcoming social anxiety of students

This research examined the influence of group counseling using behavioral rehearsal techniques to overcome students’ social anxiety. This research used the quantitative method with a quasi-experimental design namely Matching-Only Design. The study involved 30 students for the control group and 30 students for the experimental group selected through purposive sampling. Data were collected using a questionnaire that had been validated. They were then analyzed using normality testing, homogeneity, data nominality testing, gain score and hypothesis testing. The findings of this research indicated that group counseling through behavioral rehearsal techniques could overcome the problem of social anxiety experienced by students. In the pretest, the research showed that the social anxiety level of students in the experimental group was in the high category, and the control group was in the medium category. While the posttests of both experimental and control groups were in the very low category. Behavioral rehearsal techniques should be informational and practical in the development of knowledge, especially in dealing with the problems of social anxiety.

Marching Band

Many preservice music teachers enter the profession having never participated in marching or been prepared to teach marching band in their college coursework. As well, many music teacher educators are either unprepared to teach a course on marching band techniques for the same reasons or may not be able to fit such a course into an already crowded music teacher education curriculum. For those music teacher educators, this chapter includes discussion of the following: (a) historical and philosophical perspectives, (b) an understanding of administrative and organizational procedures, (c) marching basics, (d) show planning, (e) a basic understanding of percussion and auxiliary units, (f) basic skills in drill writing, and (g) rehearsal techniques. The chapter outlines the authors’ experiences of, and activities for, designing a marching band techniques course aimed at achieving meaningful student learning outcomes.

General Music Today Music Ideas Series, Viewpoints in Secondary General Music, Article 3, Seeds of General Music in the Secondary Ensemble: Time to Branch Out!

In the third segment of the series, we explore general music behaviors and techniques that may be incorporated into the secondary performing ensemble in order to provide enrichment and depth to performance-focused instruction. Using research-based evidence and ensemble experience in both the choral and instrumental settings, we will discuss methods for incorporating and integrating the general music behaviors of (a) listening, (b) moving, and (c) singing into the ensemble experience within traditional rehearsal techniques and practices. The focus will be placed on the experience of these practices as they relate to performance goals, in contrast to the typical general music experience of these behaviors where they are the primary goal. Techniques and resources will be applicable in a variety of secondary ensemble settings.

High School Rhythm Section

Today, music educators and students have many resources available to study the specifics of playing any instrument. However, as educators it should be our job to guide students to use their ears along with all of the other resources. This chapter focuses on ways that the jazz ensemble conductor can coach high-school-level rhythm section players to make rehearsals more beneficial to all and to attain more authentic performances. The chapter includes details on various jazz styles, instrument-specific tips, and remedies for common issues within the rhythm section. It is divided into six main sections: (a) player profiles, (b) teaching jazz ensemble concepts, (c) awareness of other players, (d) improvisation, (e) chart reading, and (f) self-directed learning. Readers should find the information in this chapter helpful in developing their own rehearsal techniques that will fit their specific teaching situations.