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An exploratory comparison of novice, intermediate, and expert orchestral conductors

University of Missouri-Columbia, USA, bergeem{at}missouri.edu

This study compared novice, ‘intermediate’ (graduate student), and expert orchestral conductors. Two novice conductors, one graduate student in orchestral conducting, and one expert conductor led a university symphony orchestra in part of the first movement of Brahms’s Symphony No. 2. Wired for sound, conductors attempted to verbalize their thought processes while conducting. Episodes were videotaped for later viewing during one-on-one interviews. Think-aloud protocols were recorded, transcribed, and categorized. Protocols, transcripts of the interviews, and a second expert conductor’s critiques indicated that the novices focused attention on surface aspects, especially rhythm and cuing. They experienced difficulty performing multiple tasks. The intermediate conductor demonstrated better command of fundamental conducting processes but did not verbalize. The expert conductor made few comments relating to surface aspects, focusing instead on establishing concepts of balance and style. Interviews suggested a self-directed orientation for the novices and an ensemble-directed orientation for the intermediate and expert conductors.

Key Words: conducting • decision-making skills • expert teaching • music • problem solving • think-aloud protocols

International Journal of Music Education, Vol. 23, No. 1, 23-36 (2005)
DOI: 10.1177/0255761405050928


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