This chapter views the choir conductor as the leader of a cooperative group, whose role is not simply to provide technical instruction, but also to motivate singers, provide feedback, express the pleasure of music. It assumes that every choir conductor pursues a specific plan of action and that his/her multimodal behaviour is aimed at fulfilling the goals in that plan. It proposes an annotation scheme for analyzing a conductor’s head, eyebrow, eye, mouth, trunk and hand actions in terms of their physical parameters, their literal and indirect meanings, and their goals within the conductor’s plan. The scheme allows for the outlining of the body styles of different conductors, distinguishing them in terms of the goals fulfilled in their conduction.
2024. Güzel Sanatlar Liselerinde Koro Eğitimi Vermekte Olan Koro Eğitimcilerinin Alan Yeterliklerine İlişkin Bir Değerlendirme. Uludağ Üniversitesi Eğitim Fakültesi Dergisi 37:1 ► pp. 293 ff.
Oriola, Salvador, Diego Calderón-Garrido & Josep Gustems-Carnicer
2023. Empatía y liderazgo del director musical, competencias clave en la motivación de coros juveniles. Revista Internacional de Educación Musical 11:1 ► pp. 3 ff.
2021. The conductor’s intensity gestures. Psychology of Music 49:6 ► pp. 1478 ff.
Carnicer, Salvador Oriola Requena y Josep Gustems
2019. La dirección musical de agrupaciones juveniles: un referente de liderazgo y competencias socioemocionales. Revista Internacional de Educación Musical 7:1 ► pp. 69 ff.
Hilt, Pauline M., Leonardo Badino, Alessandro D’Ausilio, Gualtiero Volpe, Serâ Tokay, Luciano Fadiga & Antonio Camurri
2019. Multi-layer adaptation of group coordination in musical ensembles. Scientific Reports 9:1
Simones, Lilian
2019. Understanding the Meaningfulness of Vocal and Instrumental Music Teachers' Hand Gestures Through the Teacher Behavior and Gesture Framework. Frontiers in Education 4
2017. Intragroup processes and teamwork within a successful chamber choir. Music Education Research 19:4 ► pp. 357 ff.
Schuh, Kathy L.
2015. The Semiotics of “Monk” Rehearsals: A Weaving of Two Texts. In International Handbook of Semiotics, ► pp. 281 ff.
Simones, Lilian, Franziska Schroeder & Matthew Rodger
2015. Categorizations of physical gesture in piano teaching: A preliminary enquiry. Psychology of Music 43:1 ► pp. 103 ff.
Simones, Lilian Lima, Matthew Rodger & Franziska Schroeder
2015. Communicating musical knowledge through gesture: Piano teachers’ gestural behaviours across different levels of student proficiency. Psychology of Music 43:5 ► pp. 723 ff.
Veronesi, Daniela
2014. Correction sequences and semiotic resources in ensemble music workshops: the case of Conduction®. Social Semiotics 24:4 ► pp. 468 ff.
Veronesi, Daniela & Sergio Pasquandrea
2014. Doing (things with) sounds: introduction to the special issue. Social Semiotics 24:4 ► pp. 369 ff.
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