![[PDF]](/pb-assets/Icons/adobe-pdf-icon-1498649896243.png){kind=icon}
Abstract
The purpose of this study was to investigate the rehearsal characteristics of “superior” middle and high school band directors. A total of 131 respondents from Florida, Kentucky, and North Carolina who received a “superior” rating for 4 out of the past 5 years, completed an open-ended essay question online asking them to describe which aspects and/or elements they considered to be the most important during their music rehearsal. Using a previously established descriptive approach consisting of qualitative coding techniques, responses were analyzed and placed into a taxonomic structure according to similar themes that emerged from the data. Results from the 792 comments listed indicate that both middle and high school directors spend the most time working on “Music Fundamentals,” with “Tone Quality/Production” listed as the most frequent response for both groups. Additionally, directors placed importance on “Conductor/Teacher Behaviors,” “Teaching Techniques,” “Classroom Environment/Behavior,” “Use of Specific Warm-ups to Teach,” “Selecting Literature,” and “Good Relations with Students.”
References
Section:
|
Blocher, L., Greenwood, R., Shellahamer, B. (1997). Teaching behaviors of middle school and high school band directors in the rehearsal setting. Journal of Research in Music Education, 45, 457–469. Google Scholar | SAGE Journals | ISI | |
|
Brendell, J. K. (1996). Tine use, rehearsal activity, and student off-task behavior during the initial minutes of high school choral rehearsals. Journal of Research in Music Education, 44, 6–14. Google Scholar | SAGE Journals | ISI | |
|
Byo, J. L., Austin, K. R. (1994). Comparison of expert and novice conductors: An approach to the analysis of nonverbal behaviors. Journal of Band Research, 30(1), 11–34. Google Scholar | ISI | |
|
Cavitt, M. E. (1998).A descriptive analysis of error correction in expert teachers’ instrumental music rehearsals (Doctoral dissertation, The University of Texas at Austin). Dissertation Abstracts International, 59, 1998. Google Scholar | |
|
Duke, R. A. (1999/2000). Measures of instructional effectiveness in music research. Bulletin of the Council for Research in Music Education, 143, 1–48. Google Scholar | |
|
Dunn, D. E. (1997). Effect of rehearsal hierarchy and reinforcement on attention, achievement, and attitude of selected choirs. Journal of Research in Music Education, 45, 547–567. Google Scholar | SAGE Journals | ISI | |
|
Fox, D., Beamish, S. R. (1989). A survey of teaching competencies for high school general music. Update: Applications of Research in Music Education, 8(1), 33–36. Google Scholar | SAGE Journals | |
|
Goolsby, T. W. (1996). Time use in instrumental rehearsals: A comparison of experienced, novice, and student teachers. Journal of Research in Music Education, 44, 286–303. Google Scholar | SAGE Journals | ISI | |
|
Goolsby, T. W. (1997). Verbal instruction in instrumental rehearsals: A comparison of three career levels and preservice teachers. Journal of Research in Music Education, 45, 21–40. Google Scholar | SAGE Journals | ISI | |
|
Goolsby, T. W. (1999). A comparison of expert and novice music teachers’ preparing identical band compositions: An operational replication. Journal of Research in Music Education, 47, 174–187. Google Scholar | SAGE Journals | ISI | |
|
Gordon, D. G., Hamann, D. L. (2001). Effective qualities of arts educators: A survey of fine arts deans, department chairs, and fine arts professors. Contributions to Music Education, 28, 65–80. Google Scholar | |
|
Hamann, D. L., Lineburgh, N., Paul, S. (1998). Teaching effectiveness and social skill development. Journal of Research in Music Education, 46, 87–101. Google Scholar | SAGE Journals | ISI | |
|
Henninger, J. C. (2002). The effects of knowledge of instructional goals on observations of teaching and learning. Journal of Research in Music Education, 50, 37–50. Google Scholar | SAGE Journals | ISI | |
|
Juchniewicz, J. (2010). The influence of social intelligence on effective music teaching. Journal of Research in Music Education, 53, 276–293. Google Scholar | SAGE Journals | ISI | |
|
Kelly, S. N. (2000). Preservice music education student fears of the internship and initial inservice teaching experience. Contributions to Music Education, 27, 41–50. Google Scholar | |
|
Kelly, S. N. (2003). The influence of selected cultural factors on the environmental teaching preference of undergraduate music education majors. Journal of Music Teacher Education, 12(2), 40-50. Google Scholar | SAGE Journals | |
|
Kelly, S. N. (2007). High school band students’ perceptions of effective teaching. Journal of Band Research, 42(2), 52–64. Google Scholar | ISI | |
|
Madsen, C. K., Duke, R. A. (1999). First remembered responses. General Music Today, 13(1), 19–20. Google Scholar | SAGE Journals | |
|
Madsen, C. K., Kelly, S. N. (2002). First remembrances of wanting to become a music teacher. Journal of Research in Music Education, 50, 323–332. Google Scholar | SAGE Journals | ISI | |
|
Madsen, C. K., Madsen, C. H. (1998). Teaching/discipline: A positive approach for educational development (4th ed.). Raleigh, NC: Contemporary. Google Scholar | |
|
Madsen, C. K., Standley, J. M., Byo, J. L., Cassidy, J. W. (1992). Assessment of effective teaching by instrumental music student teachers and experts. Update: Applications of Research in Music Education, 10(2), 20–24. Google Scholar | SAGE Journals | |
|
Madsen, C. K., Standley, J. M., Cassidy, J. W. (1989). Demonstration and recognition of high/low contrasts in teacher intensity. Journal of Research in Music Education, 37, 85–92. Google Scholar | SAGE Journals | ISI | |
|
Madsen, K. (2003). The effect of accuracy of instruction, teacher delivery, and student attentiveness on musicians’ evaluation of teacher effectiveness. Journal of Research in Music Education, 51, 38–50. Google Scholar | SAGE Journals | ISI | |
|
Madsen, K., Cassidy, J. W. (2005). The effect of focus of attention and teaching experience on perceptions of teaching effectiveness and student learning. Journal of Research in Music Education, 53, 222–233. Google Scholar | SAGE Journals | ISI | |
|
No Child Left Behind Act of 2001, Elementary Secondary Education Act, Pub. L. No. 107-110, 115 Stat. 1425 (2001). Retrieved from www2.ed.gov/policy/elsec/leg/esea02/index.html Google Scholar | |
|
Price, H. E. (1992). Sequential patterns of instruction and learning to use them. Journal of Research in Music Education, 40, 14–29. Google Scholar | SAGE Journals | ISI | |
|
Qualtrics Software . (2011). Qualtrics Survey Tool (Version 1.0) [Online software]. Retrieved from www.ecu.edu/ecusurvey. Google Scholar | |
|
Race to the Top . (2010). Promoting innovation, reform, and excellence in America’s public schools. Retrieved from www.whitehouse.gov/the-press-office/fact-sheet-race-top Google Scholar | |
|
Rohwer, D., Henry, W. (2004). University teachers’ perceptions of requisite skills and characteristics of effective music teachers. Journal of Music Teacher Education, 13(2), 18–26. Google Scholar | SAGE Journals | |
|
Samuels, S. (2011, February). The daily routines of five exemplary high school band directors. Paper presented at the 2011 Carolina Band Festival and Conductors Conference, Greensboro, NC. Google Scholar | |
|
Saunders, T. C., Worthington, J. L. (1990). Teacher effectiveness in the performance classroom. Update: Applications of Research in Music Education, 8(2), 26–29. Google Scholar | SAGE Journals | |
|
Schmidt, C. P. (1995). Attributions of success, grade level, and gender as factors in choral students’ perceptions of teacher feedback. Journal of Research in Music Education, 43, 313–329. Google Scholar | SAGE Journals | ISI | |
|
Steele, N. A. (2010). Three characteristics of effective teachers. Update: Applications of Research in Music Education, 28(2), 71–78. Google Scholar | SAGE Journals | |
|
Teachout, D. J. (1997). Preservice and experienced teachers’ opinions of skills and behaviors important to successful music teaching. Journal of Research in Music Education, 45, 41–50. Google Scholar | SAGE Journals | ISI | |
|
Teachout, D. J. (2001). The relationship between personality and the teaching effectiveness of music student teachers. Psychology of Music, 29, 179–192. Google Scholar | SAGE Journals | |
|
Waller, W. (1965). The sociology of teaching. New York, NY: Wiley. Google Scholar | |
|
Witt, A. C. (1986). Use of class time and student attentiveness in secondary instrumental music rehearsals. Journal of Research in Music Education, 34, 34–42. Google Scholar | SAGE Journals | ISI | |
|
Worthy, M. D. (2003). Rehearsal frame analysis of an expert wind conductor in high school vs. college band rehearsals. Bulletin of the Council for Research in Music Education, 156, 11–19. Google Scholar | |
|
Yarbrough, C. (1975). Effects of magnitude of conductor behavior on students in selected mixed choruses. Journal of Research in Music Education, 23, 134–146. Google Scholar | SAGE Journals | ISI | |
|
Yarbrough, C., Price, H. E. (1989). Sequential patterns of instruction in music. Journal of. Research in Music Education, 37, 179–187. Google Scholar | SAGE Journals | ISI |
