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High school band directors' pedagogi...

Butler, Michael Scott.

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High school band directors' pedagogical approaches to teaching expressive performance.

Record Type:	Electronic resources : Monograph/item
Title/Author:	High school band directors' pedagogical approaches to teaching expressive performance./
Author:	Butler, Michael Scott.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2016,
Description:	184 p.
Notes:	Source: Dissertation Abstracts International, Volume: 78-05(E), Section: A.
Contained By:	Dissertation Abstracts International78-05A(E).
Subject:	Music education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10298928
ISBN:	9781369419511

High school band directors' pedagogical approaches to teaching expressive performance.
Butler, Michael Scott.

High school band directors' pedagogical approaches to teaching expressive performance. - Ann Arbor : ProQuest Dissertations & Theses, 2016 - 184 p.

Source: Dissertation Abstracts International, Volume: 78-05(E), Section: A.

Thesis (Ph.D.)--University of Florida, 2016.

Expressive performance characteristics can greatly enhance a musician's interpretation of the music, which can result in a satisfying experience for performers and listeners. Many students receive their musical education primarily in an ensemble setting rather than through individual private lessons. As a result, music educators must be able to effectively teach their students to perform expressively. Extant research literature on musical performances provides little information about strategies used to teaching expressive performance traits in an ensemble setting. The purpose of this study was to ascertain which pedagogical techniques successful high school band directors employed to develop students' expressive performance abilities. The researcher observed the rehearsals of eight high school band directors throughout Florida, focusing on the directors' use of pedagogical techniques related to the teaching of expressive performance. Each director's rehearsals were observed twice, for a total of sixteen observations. Following the rehearsal observations, the directors were interviewed to further explore their philosophy and approaches to teaching students to perform expressively. Data analysis involved three stages -- axial, open, and selective coding. Verification procedures included engaging participants in member checks and triangulating data sources. A theory of expressive pedagogy was developed that includes (a) improving one's personal musicianship, (b) being aware of and improving one's conducting ability, (c) the amount of time spent working on fundamentals in ensemble rehearsal, (d) being versatile and using mixed modalities to deliver information, (e) creating an amicable classroom environment, (f) asking students questions about the music, and (g) offering different experiences. These high school band directors utilized a variety of strategies to help students in their ensembles achieve an expressive musical performance.

ISBN: 9781369419511Subjects--Topical Terms:

3168367
Music education.

High school band directors' pedagogical approaches to teaching expressive performance.
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520 $a Expressive performance characteristics can greatly enhance a musician's interpretation of the music, which can result in a satisfying experience for performers and listeners. Many students receive their musical education primarily in an ensemble setting rather than through individual private lessons. As a result, music educators must be able to effectively teach their students to perform expressively. Extant research literature on musical performances provides little information about strategies used to teaching expressive performance traits in an ensemble setting. The purpose of this study was to ascertain which pedagogical techniques successful high school band directors employed to develop students' expressive performance abilities. The researcher observed the rehearsals of eight high school band directors throughout Florida, focusing on the directors' use of pedagogical techniques related to the teaching of expressive performance. Each director's rehearsals were observed twice, for a total of sixteen observations. Following the rehearsal observations, the directors were interviewed to further explore their philosophy and approaches to teaching students to perform expressively. Data analysis involved three stages -- axial, open, and selective coding. Verification procedures included engaging participants in member checks and triangulating data sources. A theory of expressive pedagogy was developed that includes (a) improving one's personal musicianship, (b) being aware of and improving one's conducting ability, (c) the amount of time spent working on fundamentals in ensemble rehearsal, (d) being versatile and using mixed modalities to deliver information, (e) creating an amicable classroom environment, (f) asking students questions about the music, and (g) offering different experiences. These high school band directors utilized a variety of strategies to help students in their ensembles achieve an expressive musical performance.
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