Leading with score study: changing priorities in undergraduate conducting curricula

Brian J. Kaufman, Nell Flanders
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引用次数: 1

Abstract

The purpose of this study was to examine student learning in an introductory conducting course in which score study was the primary foundational focus; gesture was viewed as part of a larger conducting process and a secondary learning goal to score study. Research has indicated a need for greater emphasis on score study in introductory conducting courses (Silvey, Springer, & Eubanks, 2016; Stewart, 2011). Student reflection is often used to guide students in understanding the relationship of their gesture to the sound of a live ensemble; however, within the studied course, reflection was expanded to focus on the score study process – developing score study skills, practice habits, and concepts. Researchers analyzed student reflections (N = 25) in order to understand student learning and identify potential improvements to the course. Student reflections were coded using a general inductive approach. In their reflections, students discussed evaluating, revising, refining, and integrating approaches; making connections between conducting and other coursework; analyzing the conducting process; and developing their own conducting philosophy. A model that captures the students’ collective learning process is described. Focusing on score study in this introductory conducting course resulted in substantial student learning about an array of conducting skills and concepts in relation to score study. Reflection assisted students in developing a score study process and a growth mindset, both of which support future learning. Findings provide a springboard for future research that examines how a comprehensive and integrated score study process occurring over time can best contribute to the learning of beginning conducting students.
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以分数为导向:改变本科指导课程的优先顺序
本研究的目的是考察学生在一门以分数学习为主要基础重点的导论课程中的学习情况;手势被视为更大的指导过程的一部分,也是得分研究的次要学习目标。研究表明,在导论的指挥课程中,需要更加重视分数研究(Silvey, b施普林格,& Eubanks, 2016;斯图尔特,2011)。学生反思经常被用来指导学生理解他们的手势与现场合奏的声音之间的关系;然而,在学习过程中,反思被扩展到关注分数学习过程——培养分数学习技巧、练习习惯和概念。研究人员分析了学生的反思(N = 25),以了解学生的学习情况,并确定课程的潜在改进。使用一般归纳方法对学生的反思进行编码。在他们的反思中,学生们讨论了评估、修改、提炼和整合的方法;在指导和其他课程之间建立联系;导电过程分析;发展他们自己的指挥哲学。描述了一个捕捉学生集体学习过程的模型。在这门导论的指挥课程中,以分数研究为重点,使学生大量学习到与分数研究相关的一系列指挥技巧和概念。反思帮助学生发展分数学习过程和成长心态,这两者都有助于未来的学习。研究结果为未来的研究提供了一个跳板,以检验随着时间的推移,一个全面和综合的分数研究过程如何能最好地促进初学指导学生的学习。
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