The conductor-teacher, conductor-learner:udAn autoethnography of the dynamicudconducting/teaching, learning process of anudadvanced level wind ensemble conductor

摘要

This study aimed to examine the nature of the work of a conductor-music educator,udmore specifically my lived experience as a music educator, conductor and performerudas I worked with a community music program in regional Tasmania, Australia. Theudstudy was conceived from a desire to better understand my own practice as a musicudeducator and conductor. It is through this desire that I examine the nature of theudconductor-music educator‘s work through my eyes and the eyes of members of anudensemble I conduct. A number of research studies have examined music educators‘udwork and the conducting practice.udTo assist in the understanding of the complex work of the conductor-music educatorudit was important to gain an understanding of the development of the largeudinstrumental ensemble performance and within music education in Tasmania,udAustralia. To achieve this it was necessary to explore the international (UnitedudStates of America and United Kingdom) influences on Australian music education.udIt was also necessary to review literature pertaining to the work of the musicudeducator and skills and the work of the conductor within an educational context.udAn autoethnographic approach was taken to facilitate an understanding my practiceudas a conductor-music educator. This approach provided opportunities for me toudreflect upon how I became the musician, music educator and conductor I am today.udData were generated through my reflexive writings, journaling, rehearsal plans,udrehearsal video footage, concert video footage, ensemble participant interviews andudvideo-stimulated interviews. The rich data generated provided an insight into myudwork as a conductor-music educator. These data are considered in relation to the literature the work of the music educator, the development and art and craft of audconductor, and the work of the conductor-music educator.udThe findings from this study suggest that the nature of the conductor-musicudeducator‘s work is multifaceted and multi-layered. The relationship betweenudrepertoire (music pedagogical texts) selection and preparation, rehearsal planning,udrehearsal implementation and rehearsal reflection is inextricably linked; it is a cyclicudprocess where one stage informs the next stage. Fundamentally a conductor-musicudeducator never stops teaching and during rehearsals they must engage ensembleudmembers‘ fingers (technique) and musicianship (brain). This engagement comesudthrough the planning and implementation of meaningful experiences which empowerudensemble members to learn.udThe findings of this study highlight the need for pre-service music education coursesudto provide future conductor-music educators with a good understanding of theudchoreography of conducting. However, it is important for pre-service musicudeducation students to also learn how teach for musical understanding through the useudof meaningful and effective teaching strategies and the art and craft of conducting.udMost importantly is the realisation that the conductor-music educator never stopsudteaching and learning.