Undergraduate Conductors’ and Conducting Teachers’ Perceptions of Basic Conducting Efficacy

Abstract

The purpose of this study was to examine undergraduate conductors’ and conducting teachers’ perceptions about basic conducting efficacy. At the beginning and end of the semester, undergraduate students (N = 19) enrolled in a basic conducting course (a) were surveyed about the importance of certain skills necessary for being an effective conductor and (b) viewed and rated their first videotaped conducting episode. Results indicated very few significant differences in participants’ ratings of important conducting skills or their own self-evaluation of nonverbal conducting skills. In addition, university conducting teachers (N = 9) evaluated videos of 10 conductors (five who had participated in the basic conducting course and five nonconductors who had not) who led a university concert band in an identical 1-minute excerpt of band music. No significant differences were found between the basic conductors’ and the nonconductors’ nonverbal conducting behaviors. Implications for conducting teachers, undergraduate conducting students, and preservice teachers are discussed.