This study is a description of the error correction process in 40 instrumental music rehearsals taught by 10 teachers, each of whom was observed conducting 4 consecutive rehearsals. A total of 332 rehearsal frames were analyzed. Rather than summing the observation data across complete rehearsals, I analyzed the data using rehearsal frames as a unit of analysis. Perhaps the most important finding was that the error correction process, rate of teacher-student interaction, and pace varied systematically with the type of error addressed.
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