The purpose of this article was to review and synthesize research literature on the verbal behaviors of secondary school band and orchestra teachers in their classrooms. A comprehensive search of four journal indices was conducted, which resulted in 35 studies that met the inclusion criteria and were therefore included in this review. A wide range of results were found with regard to teacher talk. A comparison of rates of teacher talk suggests that teachers used more verbal instruction when working with younger and more inexperienced ensembles. Additionally, novice teachers used more teacher talk than experienced teachers. Effective teachers gave more specific feedback and had a greater percentage of completed rehearsal frames. However, teachers varied in the amount of positive and negative feedback they gave. Vocal modeling and questioning seem to be areas of verbal instruction that were underused by teachers of all experience levels in previous research.
ArnoldJ. A. (1991). Using videotape self-analysis to improve teaching during rehearsals. Update: Applications of Research in Music Education, 10(1), 10–14. https://doi.org/10.1177/875512339101000103
2.
BeckerW. C.EngelmannS.ThomasD. R. (1971). Teaching: A course in applied psychology. Science Research Associates.
BergeeM. J. (2005). An exploratory comparison of novice, intermediate, and expert orchestral conductors. International Journal of Music Education, 23(1), 23–36. https://doi.org/10.1177/0255761405050928
5.
BerkleyL. O. (2011). The impact of band directors’ teaching experience level on the use of selected rehearsal behaviors (Publication No. 1506628) [Master’s Thesis, University of Maryland]. ProQuest Dissertations and Theses Global.
6.
BlocherL.GreenwoodR.ShellahamerB. (1997). Teaching behaviors of middle school and high school band directors in the rehearsal setting. Journal of Research in Music Education, 45(3), 456–469. https://doi.org/10.2307/3345539
7.
BondsE. C. (2015). An analysis of student teachers’ instruction in a beginning band setting (Publication No. 726949) [Doctoral Dissertation, University of Mississippi]. ProQuest Dissertations and Theses Global.
8.
CarpenterR. A. (1988). A descriptive analysis of relationships between verbal behaviors of teacher-conductors and ratings of selected junior and senior high school band rehearsals. Update: Applications of Research in Music Education, 7(1), 37–40. https://doi.org/10.1177/875512338800700111
9.
CavittM. E. (2003). A descriptive analysis of error correction in instrumental music rehearsals. Journal of Research in Music Education, 51(3), 218–230. https://doi.org/10.2307/3345375
CulpD. J. (2018). A descriptive analysis of rehearsal techniques of expert middle school band directors from Kentucky, Mississippi, and Tennessee (Publication No. 13419148) [Doctoral Dissertation, University of Mississippi]. ProQuest Dissertations and Theses Global.
12.
DickeyM. R. (1991). A comparison of verbal instruction and nonverbal teacher-student modeling in instrumental ensembles. Journal of Research in Music Education, 39(2), 132–142. https://doi.org/10.2307/3344693
13.
DickeyM. R. (1992). A review of research on modeling in music teaching and learning. Bulletin of the Council for Research in Music Education, 113, 27–40. www.jstor.org/stable/40318509
14.
DoerksenP. F. (1994). A study of the aural-diagnostic and prescriptive skills of preservice and expert instrumental music teachers (Publication No. 9427697) [Doctoral Dissertation, Ohio State University]. ProQuest Dissertations and Theses Global.
15.
DukeR. A. (1994). Bringing the art of rehearsal into focus: The rehearsal frame as a model for prescriptive analysis of rehearsal conducting. Journal of Band Research, 30(1), 78–95.
16.
DukeR. A. (2005). Intelligent music teaching: Essays on the core principles of effective instruction. Learning and Behavior Resources.
17.
GoolsbyT. W. (1996). Time use in instrumental rehearsals: A comparison of experienced, novice, and student teachers. Journal of Research in Music Education, 44(4), 286–303. https://doi.org/10.2307/3345442
18.
GoolsbyT. W. (1997). Verbal instruction in instrumental rehearsals: A comparison of three career levels and preservice teachers. Journal of Research in Music Education, 45(1), 21–40. https://doi.org/10.2307/3345463
19.
GoolsbyT. W. (1999). A comparison of expert and novice music teachers’ preparing identical band compositions: An operational replication. Journal of Research in Music Education, 47(2), 174–187. https://doi.org/10.2307/3345722
20.
GrecheskyR. N. (1985). An analysis of nonverbal and verbal conducting behaviors and their relationship to expressive musical performance (Publication No. 8513459) [Doctoral Dissertation, University of Wisconsin-Madison]. ProQuest Dissertations and Theses Global.
21.
HinesC. V.CruickshankD. R.KennedyJ. J. (1985). Teacher clarity and its relationship to student achievement and satisfaction. American Educational Research Journal, 22(1), 87–99. https://doi.org/10.3102/00028312022001087
22.
IhasD. A. (2011). Teaching behaviors of middle and high school orchestra directors in the rehearsal setting (Publication No. 3481230) [Doctoral Dissertation, University of Oregon]. ProQuest Dissertations and Theses Global.
23.
KellyS. N. (2003). A time-use analysis of student intern verbal and non-verbal teaching behavior. Contributions to Music Education, 30, 55–68.
24.
LienJ. L. (2002). The stability of expert high school band directors’ use of approval and disapproval (Publication No. 3042582) [Doctoral Dissertation, Arizona State University]. ProQuest Dissertations and Theses Global.
25.
MacLeodR. (2010). A comparison of instructional strategies used by experienced band and orchestra teachers when teaching a first-year class an unfamiliar music excerpt. Bulletin of the Council for Research in Music Education, 185, 49–61. www.jstor.org/stable/41110365
26.
MoherD.LiberatiA.TetzlaffJ.AltmanD. G., & the PRISMA Group (2009). Preferred reporting items for systematic reviews and meta-analyses: The PRISMA statement. Annals of Internal Medicine, 151(4), 264–269. https://doi.org/10.7326/0003-4819-151-4-200908180-00135
27.
MurrayR. (2011). The instructional planning and rehearsal practices of three selected high school band directors (Publication No. 3461308) [Doctoral Dissertation, University of Mississippi]. ProQuest Dissertations and Theses Global.
28.
NapolesJ. (2006). The relationship between type of teacher talk and student attentiveness. Journal of Music Teacher Education, 16(1), 7–19. https://doi.org/10.1177/10570837060160010103
29.
PontiousM. F. (1982). A profile of rehearsal techniques and interaction of selected band conductors (Publication No. 8302966) [Doctoral Dissertation, The University of Illinois at Urbana-Champaign]. ProQuest Dissertations and Theses Global.
30.
PriceH. E. (1992). Sequential patterns of music instruction and learning to use them. Journal of Research in Music Education, 40(1), 14–29. https://doi.org/10.2307/3345771
31.
SangR. C. (1987). A study of the relationship between instrumental music teachers’ modeling skills and pupil performance behaviors. Bulletin of the Council for Research in Music Education, 91, 155–159. www.jstor.org/stable/40318077
32.
SherillM. H. (1986). An analytical study of videotaped rehearsal and conducting techniques of selected junior and senior high school band conductors (Publication No. 8614150) [Doctoral Dissertation, The University of Rochester]. ProQuest Dissertations and Theses Global.
33.
SilveyB. A. (2014). Strategies for improving rehearsal technique: Using research findings to promote better rehearsals. Update: Applications of Research in Music Education, 32(2), 11–17. https://doi.org/10.1177/8755123313502348
34.
SingletaryL. (2016). Time use and instructional focus in beginning and advanced middle school band settings (Publication No. 10192942) [Doctoral Dissertation, Florida State University]. ProQuest Dissertations and Theses Global.
35.
SpiekerM. H. (2017). The comparison of novice and master instrumental music educators’ use of figurative language and their attitudes concerning it as a tool for effective teaching. Research and Issues in Music Education, 13(1), 1–22. https://eric.ed.gov/?id=EJ1151100
36.
WaymireM. D. (2011). Behavioral analysis of directors of high-performing versus low-performing high school bands (Publication No. 3479034) [Doctoral Dissertation, University of Mississippi]. ProQuest Dissertations and Theses Global.
37.
WittA. C. (1986). Use of class time and student attentiveness in secondary instrumental music rehearsals. Journal of Research in Music Education, 34(1), 34–42. https://doi.org/10.2307/3344796
38.
WorthyM. D. (2003). Rehearsal frame analysis of an expert wind conductor in high school vs. college band rehearsals. Bulletin of the Council for Research in Music Education, 156, 11–19. www.jstor.org/stable/40319170
39.
WorthyM. D.ThompsonB. L. (2009). Observation and analysis of expert teaching in beginning band. Bulletin of the Council for Research in Music Education, 180, 29–41. www.jstor.org/stable/40319318
40.
YarbroughC.PriceH. E. (1981). Prediction of performer attentiveness based on rehearsal activity and teacher behavior. Journal of Research in Music Education, 29(3), 209–217. https://doi.org/10.2307/3344994
41.
YarbroughC.PriceH. E. (1989). Sequential patterns of instruction in music. Journal of Research in Music Education, 37(3), 179–187. https://doi.org/10.2307/3344668
42.
YoungerK. G. (1998). An observational analysis of instructional effectiveness in intermediate level band and orchestra rehearsals (Publication No. 9838169) [Doctoral Dissertation, The University of Texas at Austin]. ProQuest Dissertations and Theses Global.
