The Instructional Planning and Rehearsal Practices of Three Selected High School Band Directors
This study examined the rehearsal planning and practices of three selected high school band directors as they prepare their ensembles for performance. Three subjects were observed across five consecutive rehearsals for a total of approximately 641 minutes. Data was collected from structured interviews, videotape observations, field notes, analysis of instructional goals, and frequency and duration data collected on specified teacher and student behaviors. The observed rehearsal time was divided into rehearsal frames which are episodes of rehearsal time devoted to the correction of student performance. Rehearsal frames that included two or more performance trials were identified and extracted for detail analysis. Instructional activities within all analyzed rehearsal frames were measured in terms of rates, durations and proportions of time devoted to assigned teacher and student behavior which included teacher verbalizations, teacher modeling, teacher feedback, and student performance activities. One hundred-seventeen rehearsal frames were identified and analyzed to determine their instructional targets and the frequency and duration of specified teacher and student behaviors. Data from the structured interviews indicated that all participants agree that planning for rehearsals must take place before, after, and in some instances during rehearsals, rehearsal planning and should involve score study, listening activities, and research of the composer and performance practice of the selected repertoire used during rehearsals. Across all analyzed rehearsal frames multiple targets, articulation, and tempo were the most frequently observed rehearsal frame target categories. Teacher verbalization accounted for approximately 45% of the total time. Directives were the most frequent verbalization. Modeling accounted for approximately 2% of the total time. The rate for negative modeling was higher than positive modeling. Student performance activities accounted for approximately 25%, with full performance (17%), sectional performance (7%), and individual performance (1%). Notes from field observations revealed that each participant was proactive in providing the proper environment for learning in the music concert band setting.
Rehearsal Frames, Rehearsal Planning, Scribe, Music Education
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