solution, but as conductors, we can fall into a trap of talking instead of showing. Often, the simplest and most musical way of fixing an issue is to show it more clearly through our gesture and facial expression. Think of the number of times you have adjusted volume and style of the music using your words. With some practice, these moments of talk can become moments of showing. Not only will students likely be more sensitive to your conducting, but your ability to show more of the music through conducting could improve, as well.


In order to identify opportunities to cut down on teacher talk, music educators should consider video recording their own instruction. One of the more valuable resources for this purpose is SCRIBE (Duke & Farra, 1996), computerized video playback software. With this tool, educators are able to upload their own teaching video and create variables that they would like to measure. The software is able to track both timed variables and frequency variables. For example, in our rehearsal clinic courses at the University of Missouri–Columbia, students track the amount of time they talk and the amount of time students perform. Students will then compare these two variables and identify areas for improvement. We also have the students compare the number of times they give positive feedback to the number of times they give negative/constructive feedback. The software is able to present timelines, durations, frequencies, and means—all of which help the student improve their pacing. In the beginning, students are almost always surprised at how much time they talk during a rehearsal. We work with them on giving concise spoken and gestural feedback in order to provide the performers with more opportunities to play the identified section accurately.


The goal of talk time during rehearsal should be between 35%–45%. Outstanding choral directors have been identified as talking for 35% (Caldwell, 1980) and 40% (Caldwell, 1980) of their total class time. Highly effective band directors have been measured talking for 42% (Pontious, 1982) and 44% (Sherill, 1986) of their rehearsal time. Our students start around 65% talking time in their rehearsals and can often get that down to approximately 50% during the semester. Students begin to understand the relationship between their talking and the frequency with which they get to listen to the performers improve their


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playing. By the end of the semester, many students demonstrate much improved pacing.


As we seek to improve your instructional pacing, we must remember that the frequency of teacher talk to student performance is what is important, and not the total amount of time students perform. Directors need to give students numerous opportunities to make a change in their sound. Once the sound is achieved the first time, repetition of the sound becomes important to ensure that a change has been made. By reducing the amount of time we talk to the ensemble, either through the conciseness of our feedback or through gesture, our students receive higher rates of teacher feedback and performance opportunities. Effective pacing can result in more engaged students during rehearsals and higher teacher effectiveness.


References:


Buckner, J. L. J. (1997). Assessment of teacher and student behavior in relation to accomplishment of performance goals in piano lessons. (Doctoral dissertation). Retrieved from ProQuest Dissertations and Theses database. (Order No. 9803080)


Brinson, B., & Demorest, S. (2013). Choral music: Methods and materials. Boston, MA: Schirmer.


Caldwell, W. M. (1980). A time analysis of selected musical elements and leadership behaviors of successful high school choral conductors


(Doctoral


dissertation). Retrieved from ProQuest Dissertation and Theses database. (Order No. 8020349)


Cavitt, M. E. (2003). A descriptive analysis of error correction in instrumental music rehearsals. Journal of Research in Music Education, 51, 218–230. doi:10.2307/3345375


Duke, R. A., Prickett, C. A., & Jellison, J. A. (1998). Empirical description of the pace of music instruction. Journal of Research in Music Education, 46, 265–280. doi:10.2307/3345628


Duke, R. A., & Farra, Y. (1996). SCRIBE: Simple Computer Recording Interface for Behavioral Evaluation. Austin, TX: Learning and Behavior Resources.


Kohut, D. L., & Grant, J. M. (1990). Learning to conduct and rehearse. New York, NY: Prentice Hall.


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Standley, J. M., & Madsen, C. K. (1987, Summer). Intensity as an attribute of effective therapist/ client interaction. Quodlibet, 15–20.


Tschannen-Moran, M., Hoy, A. W., & Hoy, W. K. (1998). Teacher efficacy: Its meaning and measure. Review of Educational Research, 68, 202–248. doi:10.3102/00346543068002202


Yarbrough, C. (1975). Effect of magnitude of conductor behavior on students in selected mixed choruses. Journal of Research in Music Education, 23, 134–146. doi:10.2307/3345286


Yarbrough, C., Dunn, D. E., & Baird, S. L. (1996). A longitudinal study of teaching in a choral rehearsal. Southeastern Journal of Music Education, 8, 7–31.


Napoles, J. (2016) Teacher talk and perceived teacher effectiveness: An exploratory study. Update: Applications of Research in Music Education, Advance online publication. doi:10.1177/8755123315626228


Napoles, J. & MacLeod, R. B. (2013). The influences of teacher delivery and student progress on preservice teachers’ perceptions of teaching effectiveness. Journal of Research in Music Education, 61, doi:10.1177/8755123315626228


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Pontious, M. F. (1982). A profile of rehearsal techniques and interaction of selected band conductors. (Doctoral dissertation) Retrieved from ProQuest Dissertation and Theses database. (Order No. 8302966)


Sherill, M. H. (1986). An analytical study of videotaped rehearsal and conducting techniques of selected junior and senior high school band conductors. Retrieved from ProQuest Dissertation and Theses database. (Order No. 8614150)


Siebenaler, D. J. (1997). Analysis of teacher- student interactions in the piano lessons of adults and children. Journal of Research in Music Education, 45, 6–20, doi:10.2307/3345462


Silveira, J. M. (2014). The perception of pacing in a music appreciation class and its relationship to teacher effectiveness and teacher intensity. Journal of Research in Music Education,


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