SILVEY, from pg. 25
produces an audible result. If students enjoy the repertoire more, find the conductor easier to follow, and think they perform better as a result of being conducted expressively, these reasons should provide a strong rationale to all conductors about the importance of demonstrating and cultivating their own expressivity while on the podium” (pg. 40). Given evidence indicating that middle school, high school, and college students prefer expressive conductors, I believe that all conductors should help promote expressivity in their rehearsals by taking the time to be expressive. Because expression is one of the most important aspects of music making, we owe it to our students to be as expressive as we want them to be when they perform.
References:
Bergee, M. J. (2005). An exploratory comparison of novice, intermediate, and expert orchestral conductors. International Journal of Music Education, 23, 23-36. doi: 10.1177/0255761405050928
Morrison, S. J., Price, H. E., Geiger, C., & Cornacchio, R. (2009). The effect of conductor expressivity on ensemble performance evaluation. Journal of Research in Music Education, 57, 37-49. doi:10.1177/0022429409332679
Price, H. E. (2006). Relationships among conducting quality, ensemble performance quality, and state festival ratings. Journal of Research in Music Education, 54, 203-214. doi: 10.2307/4151342
Price, H. E., & Chang, E. C. (2001). Conductor expressivity and ensemble performance: An exploratory study. Contributions to Music Education, 28(2), 9-20.
Price, H. E., & Chang, E. C. (2005). Conductor and ensemble performance expressivity and state festival ratings. Journal of Research in Music Education, 53, 66-77. doi: 10.2307/3345607
Price, H. E., & Winter, S. (1991). Effect of strict and expressive conducting on performances and opinions of eighth-grade band students. Journal of Band Research, 27(1), 30-43.
Silvey, B. A. (2013). The role of conducting facial expression in students’ evaluation of ensemble expressivity. Journal of Research in Music Education, 60, 419–429. doi:10.1177/0022429412462580
Silvey, B. A., & Fisher, R. A. (2015). Effects of conducting plane on band and choral musicians’ perception of conductor and ensemble expressivity. Journal of Research in Music Education, 63, 369–383. doi:10.1177/0022429415597888
Silvey, B. A., & Koerner, B. D. (2016). Effects of conductor expressivity on secondary school band members’ performance and attitudes towards conducting. Journal of Research in Music Education, 64, 29–44. doi:10.1177/0022429415622451
Worthy, M. (2006). Observations of three expert wind conductors in college rehearsals. Bulletin of the Council for Research in Music Education, 168, 51-61.
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