High School Band Directors’ Perceptions and Applications of Democratic Rehearsal Procedures in Concert Band Rehearsals

2021 ◽  
pp. 875512332198929
Author(s):  
Alec D. Scherer
Keyword(s):  
High School ◽  
Music Education ◽  
Concert Band ◽  
Band Directors ◽  
School Level ◽  
High School Level ◽  
Classroom Dynamics ◽  
High School Band ◽  
Student Ownership ◽  
School Band

The purpose of this study was to examine inservice high school band directors’ perceptions and applications of democratic rehearsal procedures in concert band rehearsals. Respondents ( N = 216) were members of the National Association for Music Education who were currently teaching concert band at the high school level. Respondents indicated that “identify and describe opportunities for individual and ensemble performance improvement” and “student-led sectionals” were considered the most important democratic rehearsal procedures for their students to experience. These same procedures were also the most frequently used democratic rehearsal procedures. Analysis of open-ended responses revealed that respondents believed student ownership, student engagement, and student growth as musicians and leaders were advantages to implementing democratic rehearsal procedures. Potential disadvantages included issues related to student ability, rehearsal time limitations, unfamiliar classroom dynamics, and availability of classroom resources. Implications for music teachers are discussed.

scholarly journals An examination of democratic educational processes within concert band rehearsals

2020 ◽  
Author(s):  
◽  
Alec D. Scherer
Keyword(s):  
High School ◽  
Phenomenological Study ◽  
Concert Band ◽  
Band Directors ◽  
Survey Study ◽  
Multiple Perspectives ◽  
High School Band ◽  
Educational Processes ◽  
School Band ◽  
Music Classrooms

This dissertation consists of three projects that I designed to examine high school band directors' and collegiate musicians' experiences and perceptions of democratic educational processes within concert band rehearsals. The first investigation is a review of literature about democratic educational principles and their application in non-music and music classrooms. The second investigation is a phenomenological study of collegiate musicians' lived experiences with democratic rehearsal procedures in a concert band setting. Emergent themes included (a) the value of multiple perspectives, (b) ownership and musical agency, (c) engagement, (d) the ability to provide feedback, and (e) concerns with the amount of rehearsal time. The third investigation was a survey study of high school band directors' attitudes toward democratic rehearsal procedures, self-reported use in a typical rehearsal cycle, and perceived disadvantages and advantages. Results indicated that respondents believed several democratic rehearsal procedures were important for their students to experience; however, the frequency of their application was inconsistent. Taken together, results from these three projects indicated that democratic educational principles may be beneficial for students and teachers by providing opportunities for students to (a) actively engage in their learning, (b) exercise their agency, (c) work collaboratively, and (d) develop skills related to musical independence.

High School Band Students’ and Directors’ Perceptions of Verbal and Nonverbal Teaching Behaviors

2011 ◽  
Vol 59 (3) ◽  
pp. 290-309 ◽  
Author(s):  
Jennifer A. Whitaker
Keyword(s):  
High School ◽  
Band Directors ◽  
Teacher Talk ◽  
Student Response ◽  
Teaching Behaviors ◽  
Self Assessment ◽  
High School Band ◽  
Band Students ◽  
School Band ◽  
Expressive Conducting

This study was designed to examine the use and perception of selected teaching behaviors of high school band directors. Videotaped rehearsals of six band directors’ top-performing ensembles were analyzed for conductor magnitude, sequential pattern components, and instructional pacing. Directors and students rated video excerpts of their rehearsals, completed a questionnaire, and participated in interviews. Teaching behaviors were generally consistent with previous research. Student evaluations of excerpts containing drill, all strict conducting, and more teacher talk were rated lowest. Highest rated excerpts contained more or relatively equal amounts of student response and teacher talk, some expressive conducting, and varying facial expressions. Directors rated excerpts containing little variety in facial expression and more or equal amounts of teacher talk highest. Lowest rated excerpts contained drill or structured rehearsal; all or mostly strict, or no conducting; and longer student activity times. Students were able to identify and discuss their director’s teaching behaviors, had a respect for their director’s musical abilities and knowledge regardless of rapport, desired more praise, and thought of disapproving feedback as necessary critique. Directors were most critical of their conducting behaviors, spent time reflecting on their teaching, and believed self-assessment was beneficial to improve one’s teaching.

A Comparison of Virginia Band Performance Assessments in Relation to Director Gender

2020 ◽  
Vol 68 (2) ◽  
pp. 125-137
Author(s):  
Heather Nelson Shouldice ◽  
Jessica L. Eastridge
Keyword(s):  
High School ◽  
Concert Band ◽  
The State ◽  
Performance Assessments ◽  
School Level ◽  
Rating Systems ◽  
High School Level ◽  
Representation Of Women ◽  
Increased Sensitivity ◽  
To Receive

The purpose of this study was to compare the concert band assessments of male-directed ensembles and female-directed ensembles in the state of Virginia. Data included overall ratings of male-directed and female-directed bands ( N = 3,229) that performed at District Concert Assessments held across the state in the past 6 years (2013–2018), which were publicly available on the website of the Virginia Band and Orchestra Directors Association. Results showed a statistically significant association between ratings and director gender at both the middle school and high school levels. In both instances, male-directed ensembles were more likely to receive a I rating, whereas female-directed ensembles were more likely to receive a II rating. This association was more pronounced at the high school level. Implications include a need for further exploration of possible bias in band festival rating systems as well as increased sensitivity to equitable hiring and representation of women in the field of secondary band teaching.

An examination of Missouri women high school band directors' experiences with mentorship

2018 ◽  
Author(s):  
◽  
Gretchen L. Pohlman
Keyword(s):  
High School ◽  
Communities Of Practice ◽  
Response Rate ◽  
Band Directors ◽  
Professional Relationships ◽  
University Of Missouri ◽  
High School Band ◽  
Informal Communities ◽  
School Band ◽  
The University

[ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT AUTHOR'S REQUEST.] This study was designed to examine the mentorship experiences and current mentorship roles of Missouri women high school band directors. Also of interest were the networking habits and personal and professional demographics of this population. Mentorship experiences addressed participants' role as a mentee in past and current professional mentor-mentee relationships, while current mentorship roles addressed their role as a mentor to past and current students. Fifty-four individuals responded to the survey, yielding a response rate of 32.3%. Results indicated that a majority of these Missouri women high school band directors actively mentored current and previous high school and college-aged students. They choose to act as a mentor to students of both like- and cross-genders, yet they do not always view themselves as a mentor. Reasons why some respondents believed in the importance of like-gender mentors was evidenced by three themes: (a) relatable perspective, (b) gendered experiences and professional presence, and (c) positive female mentoring traits. To further build upon their professional relationships, participants used social media and professional conferences as their main networking tools, as well as informal communities of practice

Intermediate and High School Band

2019 ◽  
pp. 826-843
Author(s):  
Daniel S. Isbell
Keyword(s):  
High School ◽  
Preservice Teachers ◽  
Identity Development ◽  
Concert Band ◽  
High School Band ◽  
Diverse Student ◽  
Aural Learning ◽  
School Band ◽  
Meaningful Connections ◽  
Traditional Approaches

This chapter examines the assumptions and perceived boundaries of intermediate and high school concert band in an attempt to enhance and expand beyond traditional approaches to instruction. Extensive research on the skills necessary for preservice teachers to be successful are presented. The socialization and identity development of young instrumental teachers are also explored in detail. A comprehensive approach to teaching musicianship in band is advocated, one that reaches a larger and more diverse student population. It is recommended that the direct instruction model common in intermediate and high school band programs be complemented with more meaningful connections to students’ musical lives outside of school, aural learning experiences, and small peer-led learning opportunities.

Time Usage of Middle and High School Band Directors in Sight-Reading Adjudication

2007 ◽  
Vol 25 (2) ◽  
pp. 36-46 ◽  
Author(s):  
Evelyn K. Orman ◽  
Cornelia Yarbrough ◽  
Sheri Neill ◽  
Jennifer A. Whitaker
Keyword(s):  
High School ◽  
Band Directors ◽  
Sight Reading ◽  
High School Band ◽  
Time Usage ◽  
School Band

Career Influences of Music Education Audition Candidates

2013 ◽  
Vol 61 (1) ◽  
pp. 115-134 ◽  
Author(s):  
David A. Rickels ◽  
Wesley D. Brewer ◽  
Kimberly H. Councill ◽  
William E. Fredrickson ◽  
Michelle Hairston ◽  
...  
Keyword(s):  
High School ◽  
Music Education ◽  
Music Teacher ◽  
School Level ◽  
Degree Programs ◽  
College Level ◽  
High School Level ◽  
Music Schools ◽  
Musical Background ◽  
Private Lesson

In this descriptive study, we examined the influences and experiences motivating students to enter college-level music schools as reported by a population of precollegiate students auditioning (but not yet accepted) to music education degree programs. As a follow-up to a published pilot study, this research was designed to quantify the various experiences respondents had as part of their precollege school and community programs that related to teaching and music. Results indicate a strong connection between respondents’ primary musical background and future teaching interest. The top three influential experiences were related to high school ensemble membership (band, choir, orchestra), and the most influential group of individuals in the decision to become a music educator were high school ensemble directors. Respondents from all four primary background groups (band, choir, orchestra, and general or other) rated private lesson teaching as their second strongest future teaching interest, just behind teaching at the high school level in their primary background. Respondents rated parents as moderately influential on their desire to become a music teacher.

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