Secondary School Choral Conductors’ Self-Reported Beliefs and Behaviors Related to Fundamental Choral Elements and Rehearsal Approaches

Abstract

Secondary school choral conductors from the United States were invited to complete a 10-minute electronic survey about their choral rehearsal priorities and approaches. Respondents (N = 239) reported (a) rehearsal priorities on fundamental choral elements (balance/blend, diction, dynamics, intonation, interpretation/musicianship, rhythm, technique, and tone quality), (b) rehearsal approaches (micro–macro/macro–micro), and (c) primary professional development influences. Choral elements most frequently cited as rehearsal priorities were intonation and tone quality. Differences were discovered in rehearsal approaches as a function of teaching experience with those who taught for 10 or more years reporting a macro–micro approach. Observing other conductors/ensembles at conferences and continuing education were primary influences cited. Though there were no statistically significant differences (p > .05) between high school and middle school choral directors’ choices of rehearsal priorities or approaches, notable discrepancies were found. Implications for the preparation of choral educators are discussed, and recommendations for future research are presented.