Release Date:- 2007-09-01
Availability:- In Stock
Kind:- ebook
Research studies have examined the use of expression, gesture, movement, and skill in nonverbal communication as central to the effectiveness of conductors, as well as the impact of directors' conducting on ensemble performance and attitude of performers (Baker, 1992; Benge, 1996; Cofer, 1998; House, 1998; Leppla, 1989; Marrin, 1996; Marrin-Nakra, 2000; Michelson, 1984; Sidoti, 1990; Sousa, 1988; Toney, 2000; VanWeelden, 2000; Yarbrough, Wapnick, & Kelly, 1979). It follows, if we value expression, gesture, movement, nonverbal communication, and skill in these areas, we ought to look for more efficient ways to foster these in developing conductors. Conducting teachers understand that live sound sources are necessary to teach both instigation motions and leadership, as conducting to a recorded sound source does not foster these skills (Weller, 1987). If interaction could be attained another way, this would permit the student conductor to practice the instigation of motion and stylistic gestures, and gain the leadership that such practice would foster, as time in front of an ensemble is always limited. Therefore, it is logical that we, as teachers of conductors, begin to examine the resources that technology brings to us in pedagogical terms.
