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Abstract

Preplanning movement may be one way to broaden novice conductors’ vocabulary of gesture and promote motor awareness. To test the difference between guided score study and guided score study with preplanned, intentional movement on the conducting gestures of novice conductors, undergraduate music education students (N = 20) were assigned to one of two conditions and then evaluated on their conducting performance. The experimental group received two sessions of guided score study with planning and practicing of gestures, while the control group received two sessions of guided score study only. Participants were video recorded conducting the piece with a university instrumental ensemble and evaluated by four conducting experts on gestures of dynamics, articulation, cues, releases, and phrasing. Analysis of the mean scores for each rating revealed no significant differences between the two conditions. Analysis of postconducting interview transcriptions revealed several factors that may have contributed to the results.

Keywords

conducting pedagogy motor cognition movement awareness music teacher preparation

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The Effect of Intentional,Preplanned Movement on Novice Conductors’ Gesture

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