ERIC Number: EJ1102795
Record Type: Journal
Publication Date: 2016
Abstractor: As Provided
Reference Count: 47
The Effects of Single Laban Effort Action Instruction on Undergraduate Conducting Students' Gestural Clarity
Hart, John T., Jr.
Contributions to Music Education, v41 p93-111 2016
The purpose of this study was to examine the effects of Laban Effort Action (slash) instruction in an undergraduate conducting class on college wind ensemble member's ratings of conductors' gestural clarity. Participants--undergraduate and graduate wind ensemble members (N = 28)--rated 32 videos of eight undergraduate conducting students who had received instruction in the Laban Effort Action slash (twice pre-treatment, twice post-treatment) using the researcher-designed Gestural Clarity Rating Instrument (GCRI) for gestural accuracy and gestural appropriateness. Raters reported statistically significant increases in conducting students' gestural accuracy and appropriateness before and after treatment. However, it is unlikely the treatment caused the increase in scores. Raters reported relatively steady gains in both gestural accuracy and appropriateness between the first three chronological observations. Conducting educators may not wish to let Laban Effort Action instruction comprise the bulk of their curricula, though clarity may be a valid and reliable domain for assessing undergraduate student conductors.
Descriptors: Undergraduate Students, Music Education, Music Activities, Administrators, Teaching Methods, Musical Instruments, Nonverbal Communication, Accuracy, Scores, Evaluators, Student Evaluation, Statistical Analysis, Instructional Effectiveness, Quasiexperimental Design
Ohio Music Education Association. Cleveland State University, 2121 Euclid Avenue MU332, Cleveland, OH 44115. e-mail: firstname.lastname@example.org; Web site: http://www.omea-ohio.org/v3_resources/v3_resources/cme.html
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A