Review of educational objectives for conducting classes for the undergraduate through the doctoral degree

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dc.contributor.advisor Wakeland, William F. en_US
dc.contributor.author Zirkman, Richard A. en_US
dc.date.accessioned 2011-06-03T19:32:48Z
dc.date.available 2011-06-03T19:32:48Z
dc.date.created 1984 en_US
dc.date.issued 1984
dc.identifier LD2489.Z62 1984 .Z57 en_US
dc.identifier.uri http://cardinalscholar.bsu.edu/handle/handle/182257
dc.description.abstract The purpose of the study was to review educational objectives for conducting classes for the undergraduate through the doctoral degree. This included one hundred and seventy-three behavioral objectives and three basic methods of evaluation.Specific conducting textbooks were reviewed as were the conclusions from related research. Articles relating to the preparation of the conductor and conducting curricula were also reviewed. The survey instrument designed for this dissertation was mailed to teachers of conducting at the eighteen selected schools where programs were commensurate with this study.FindingsConducting textbooks are used most frequently at the undergraduate level.Equipment most frequently used for evaluation are the tape recorder and videotape (VTR).Compositions of Bach are most frequently used in conducting classes followed by Mozart, Beethoven, Haydn and Handel. Music of Schubert, Tschaikovsky, Brahms, Holst, and Stravinsky are also used frequently.Most teachers provide practical conducting experiences daily or weekly but opportunities to conduct live ensembles are still relatively scarce for undergraduates.All teachers teach conducting techniques and score analysis and memory. Seventy-six percent of the respondents also teach rehearsal techniques.Visual observation of conducting students is the most frequently used method of evaluation.Teachers feel there should be more classes, more class meetings, and a greater variety of conducting classes required--especially at the undergraduate level.ConclusionsEducational objectives should be clearly stated for conducting courses at all levels.Evaluation of conducting students should be provided in a variety of forms that are clear and meaningful to the student and be based on stated educational objectives.Conducting courses should be developed for opera, ballet, theater, oratorios, and jazz ensembles.The number of conducting courses, class meetings, and credit should be increased.More conducting classes should be required for the music education major and conducting major, especially at the undergraduate level.Ensembles should be frequently and consistently available to conducting students. en_US
dc.format.extent 4, v, 137 leaves ; 28 cm. en_US
dc.source Virtual Press en_US
dc.subject.lcsh Conducting -- Instruction and study. en_US
dc.subject.lcsh Music -- Instruction and study. en_US
dc.title Review of educational objectives for conducting classes for the undergraduate through the doctoral degree en_US
dc.description.degree Thesis (D.A.) en_US
dc.identifier.cardcat-url http://liblink.bsu.edu/catkey/414739 en_US


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  • Doctoral Dissertations [3121]
    Doctoral dissertations submitted to the Graduate School by Ball State University doctoral candidates in partial fulfillment of degree requirements.

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