Leadership Awareness and Professional Identity in Ensemble Conductors

The role of an ensemble conductor is steeped in centuries of tradition. While the academic preparation for individuals entering the profession has typically included elements of musicianship, a gap in existing literature was noted between pedagogy, leadership styles, and professional identity. In this qualitative transcendental phenomenological study, five themes were identified to include concept of conductor, recollection of pedagogical environments, leadership practices and mindsets, balance in the rehearsal room, and the next generation of conductors. The study also suggested that pedagogical environments in which trust is bestowed and control is shared are advantageous to musicians’ growth and engagement. Professional development for music educators and conducting pedagogues, and comparable supportive instruction for pre-service music educators and pre-professional conductors are offered as solutions. Keywords: collaborative leadership, trust, control, pedagogy, pre-service music educators, pre-professional conductors

Grantor dc:publisher

Creighton University

Year dc:date.issued

2021

Author dc:creator

• Halloran Tortora, Anne

Advisor dc:contributor.advisor

• Koonce, Rob

Statement dc:rights

• Copyright is retained by the Author. A non-exclusive distribution right is granted to Creighton University and to ProQuest following the publishing model selected above.

Language dc:language.iso

en_US

Handle dc:identifier.uri

http://hdl.handle.net/10504/134498

OAI identifier oai:identifier

oai:cdr.creighton.edu:10504/134498