Score study procedures and processes among instrumental music teachers and students of varying experience.

Author

Jacob Mark Mitchell, University of LouisvilleFollow

Date on Master's Thesis/Doctoral Dissertation

5-2018

Document Type

Master's Thesis

Degree Name

M.M. Ed.

Department

Music Education

Degree Program

Music Education, MME

Committee Chair

Amchin, Robert

Committee Co-Chair (if applicable)

Land, William

Committee Member

Land, William

Committee Member

Jemian, Rebecca

Author's Keywords

music; score study; instrumental music; education; qualitative

Abstract

Score study is agreed to be an essential part of musical preparation by professional conductors. However, no single method for score study has been established. This thesis examines the score study habits of undergraduate music majors, graduate students with a minimum of five years of instrumental teaching experience, and highly-qualified instrumental music teachers with a minimum of ten years of experience. Qualitative methods are employed, and interview transcriptions are the primary sources of data. Findings showed that instrumental music teachers and those with instrumental teaching experience base many of their score study decisions on the abilities and needs of students and/or performers. Implications for conducting teachers are suggested that may improve the score study methods of students interested in teaching instrumental music.

Recommended Citation

Mitchell, Jacob Mark, "Score study procedures and processes among instrumental music teachers and students of varying experience." (2018). Electronic Theses and Dissertations. Paper 2962.
https://doi.org/10.18297/etd/2962