A Descriptive Analysis of Rehearsal Techniques of Expert Middle School Band Directors from Kentucky, Mississippi, and Tennessee

Abstract

The purpose of the present study was to identify rehearsal techniques among expert middle school band directors Kentucky, Tennessee, and Mississippi. Twenty-one potential participants were recommended by university faculty and other leaders within the profession. Seven directors were identified who met criteria for participation in the study. Six directors agreed to participate, but due to scheduling conflicts, five were observed. Participants were observed and video recorded for three consecutive rehearsals. Initial analysis divided rehearsals into subsections including: warm-up, repertoire rehearsal, run-through performance, and non-instructional time. Repertoire rehearsal time for all participants was then systematically analyzed using rehearsal frames with two or more student performance trials as a means for selecting segments for analysis. Episodes of teacher talk, instructor modeling and student performance behaviors were observed in both frequency and duration. Data collected on these specified behaviors were analyzed to identify possible instructional differences and/or similarities to prior research in different settings.

Analysis of selected frames identified multiple targets, rhythmic accuracy, articulation, and dynamics as the four most rehearsed instructional target categories among the participants. Combined, multiple targets and rhythmic accuracy represent approximately 57% of total time spent in selected rehearsal frames. Participants were observed engaging in teacher talk 37% of repertoire rehearsal time. Observations found that participants were highly specific when identifying instructional targets, and maintained fast instructional pace. Participants also utilized modeling techniques as a means of supplementing verbal instruction nearly 12% of total selected rehearsal frames. Total duration of all observed participant behaviors account for 49% of selected rehearsal frame time. Students were observed performing as a full ensemble 88 times, accounting for 19% of selected rehearsal frame time. Students were observed performing in sections or section combinations 155 times, accounting for 13% of selected rehearsal frame time. Total student behavior duration during selected rehearsal frames accounted for 36% of time. Analysis showed that the participants most effectively facilitated their instruction when rehearsing students in sections or section combinations. Further analysis shows that participants were observed coach modeling during student performance events nearly 20% of the time. This result supports the notion that modeling is an effective instructional tool, even when it is concurrent to student performance.