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Theoretical perspectives on the education of choral conductors: A suggested framework

Published online by Cambridge University Press:  14 October 2011

Maria Varvarigou  and
Colin Durrant
Maria Varvarigou*
Affiliation:
Institute of Education, University of London, 20 Bedford Way, WC1H 0AL, London, UKm.varvarigou@ioe.ac.uk, c.durrant@ioe.ac.uk
Colin Durrant
Affiliation:
Institute of Education, University of London, 20 Bedford Way, WC1H 0AL, London, UKm.varvarigou@ioe.ac.uk, c.durrant@ioe.ac.uk
*
Corresponding author: Maria Varvarigou
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Abstract

This paper presents theoretical perspectives for choral conducting education. A wide range of related literature on choral practice and education in higher education contexts, as well as training in the workplace is reviewed. Whilst various attributes for effective choral conducting practice have been identified by research studies, there has been no systematic research on the process of choral conductor education and the contexts in which it occurs, particularly in the UK. The proposed framework consists of six interconnected parameters: (i) the tutor(s), (ii) the learner(s), (iii) the music repertoire and the singers, (iv) the sequence and amount of training, (v) the learning outcomes and (vi) the socio-cultural context(s), including teaching context(s) where practice takes place. The framework itself offers insights and related approaches for the development of choral conducting education.

Type
Research Article
Information
British Journal of Music Education , Volume 28 , Issue 3 , November 2011 , pp. 325 - 338
Copyright
Copyright © Cambridge University Press 2011

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