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ERIC Number: EJ857152
Record Type: Journal
Publication Date: 2009
Pages: 16
Abstractor: As Provided
Reference Count: 30
ISSN: ISSN-0022-4294
Effects of Recorded Models on Novice Teachers' Rehearsal Verbalizations, Evaluations, and Conducting
Montemayor, Mark; Moss, Emily A.
Journal of Research in Music Education, v57 n3 p236-251 2009
In this study, the authors investigated effects of aural model-supported rehearsal preparation on selected behavioral and evaluative elements of novice teachers' rehearsals. Sixteen preservice music teachers conducted high school bands in four 15-minute rehearsals (two rehearsals on two different pieces). To prepare for their rehearsals on one piece, participants were given only the conductor score, while for the other piece, they were given both a score and a recorded model of the piece on an audio compact disc. Video recordings of all 64 rehearsals were systematically observed for teachers' verbalizations across several musical and teaching variables. Participants also completed post-rehearsal evaluations of their teaching and of the ensemble's playing. Differences between conditions were small, with teachers' verbalizations reflecting a proportionally greater concern for accuracy in the model-supported condition. Evaluations of rehearsals were less self-directed and were more critical of the ensemble, a finding consistent with previous research. There was virtually no difference in responses between conditions for conductor expressiveness. (Contains 2 tables.)
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Publication Type: Journal Articles; Reports - Research
Education Level: High Schools; Higher Education; Postsecondary Education; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A