Beginning band directors appear to prioritize notation-based practices in their programs and rehearsals despite cognitive research indicating the necessity of audiation for musical comprehension and success. During rehearsals, directors oversee musical success and cognition suggesting the potentiality to improve upon traditional forms of teaching in order to prioritize audiation and encourage its systematic improvement.
Using Edwin Gordon’s work on audiation and applications from cognitive research as my theoretical framework, I surveyed, observed, and interviewed beginning band directors regarding their prioritization of audiation during rehearsals. In this mixed methods study in which I used an explanatory sequential, multiple case study design, beginning band directors from select institutions and Gordon Institute of Music Learning certificate holders (N = 20) were asked to complete an online survey answering Likert-scaled and open-ended questions regarding rehearsal activities and students’ musical success. After survey completion, each volunteer director (n = 4) was observed twice, interviewed individually, and interviewed collectively in a focus group. Following the transcription of observations and interviews, open-ended survey responses, observations, and interviews were coded and major themes generated.
Three implications for band directors and music educators included, first, valuing an unlimited pedagogy with a de-emphasis on decoding and repertoire and a reemphasis on ear playing and informal learning. Second, preparatory experiences are important for comprehensive success in beginning instrumental study. Third, a beginning band curriculum that is intentionally seeking to create comprehensive musicianship among beginners may be best achieved by balancing traditional pedagogy, Music Learning Theory, and informal music learning approaches. Future research might examine directors’ teaching inclusions and pedagogy over a more extensive period of time or as a single case study. Future research could also document audiation instruction from the student perspective.
| Identifer | oai:union.ndltd.org:bu.edu/oai:open.bu.edu:2144/48593 |
| Date | 09 April 2024 |
| Creators | Cole, Stephanie Danae |
| Contributors | Randles, Clint A. |
| Source Sets | Boston University |
| Language | en_US |
| Detected Language | English |
| Type | Thesis/Dissertation |
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