‘If you can’t describe it, we can’t play it’: professional conductors’ verbal feedback in rehearsals

ABSTRACT

This article explores the work of conductors to develop an understanding of verbal feedback in the context of professional-level big band orchestras. A big band conductor must have strong musical and social skills to guide a big band to the performance level. This qualitative study is based on Vygotsky’s theory of learning as a social process. The collaboration between conductors and big band musicians is understood as a pedagogical relationship in which the conductor supports the musicians in practising the repertoire through different scaffolding tools (e.g. verbal feedback). The scholar analysed conductors’ work in three cycles according to the clarity and conciseness of their feedback, how a positive working atmosphere is built, and the big band musicians’ participation. The results demonstrate how the conductors gave direct one-sided instructions to refine the musicians’ playing. The data also revealed the musicians’ occasional involvement in music-related problem-solving through positive interactions. The article contributes to the discussion on the social skills of conductors to be utilised by, among others, professionals in music, conducting education teachers and students.

KEYWORDS:

• Workplace learning
• feedback
• pedagogy
• scaffolding

Disclosure statement

No potential conflict of interest was reported by the author(s).