The Choral Conducting Gesture in Music Teacher Education: Toward an Evaluative-Formative Scale (CCS)

Choral conducting is essential in Music Teacher Education, shaping musical, pedagogical, and social competencies through methodologies like Problem-Based Learning, which foster confidence, leadership, and teamwork. Gesture evaluation should be formative, serving as a learning tool. Various models as...

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Autor: Gustems Carnicer, Josep
Tipo de recurso: artículo
Estado:Versión aceptada para publicación
Fecha de publicación:2025
País:España
Institución:Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya)
Repositorio:Recercat. Dipósit de la Recerca de Catalunya
OAI Identifier:oai:recercat.cat:2445/223851
Acceso en línea:https://hdl.handle.net/2445/223851
http://hdl.handle.net/2445/223851
Access Level:acceso abierto
Palabra clave:Direcció de cors
Formació del professorat
Mestres d'educació musical
Choral conducting
Teacher training
Teachers of music education
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spelling The Choral Conducting Gesture in Music Teacher Education: Toward an Evaluative-Formative Scale (CCS)Gustems Carnicer, JosepDirecció de corsFormació del professoratMestres d'educació musicalChoral conductingTeacher trainingTeachers of music educationChoral conducting is essential in Music Teacher Education, shaping musical, pedagogical, and social competencies through methodologies like Problem-Based Learning, which foster confidence, leadership, and teamwork. Gesture evaluation should be formative, serving as a learning tool. Various models assess accuracy, expressiveness, and motivation, crucial for developing future conductors. This study designed and validated a 16-item Choral Conducting Scale (CCS) for Preservice music educators. Key items, their grouping, and their weight in the overall assessment were analyzed through statistical and qualitative analyses, and confirmed its reliability (α = .78) in a university sample. Factorial analysis highlighted the importance of rhythm, meter, and facial expression in assessment. No significant differences were observed based on gender, age, or choral experience, except for students with experience as conductors, who rated more critically. The scale encourages interrelated practice with a technical, musical, and aesthetic focus. Future research should expand educational and cultural contexts to enhance preparation.SAGE Publications2025202520252025info:eu-repo/semantics/articleinfo:eu-repo/semantics/acceptedVersion18 p.application/pdfapplication/pdfhttps://hdl.handle.net/2445/223851http://hdl.handle.net/2445/223851Articles publicats en revistes (Didàctiques Aplicades)reponame:Recercat. Dipósit de la Recerca de Catalunyainstname:Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya)InglésVersió postprint del document publicat a: https://doi.org/10.1177/10570837251377905Journal of Music Teacher Education, 2025https://doi.org/10.1177/10570837251377905cc by-nc-nd (c) Gustems Carnicer, Josep, 2025https://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccessoai:recercat.cat:2445/2238512026-05-29T05:05:01Z
dc.title.none.fl_str_mv The Choral Conducting Gesture in Music Teacher Education: Toward an Evaluative-Formative Scale (CCS)
title The Choral Conducting Gesture in Music Teacher Education: Toward an Evaluative-Formative Scale (CCS)
spellingShingle The Choral Conducting Gesture in Music Teacher Education: Toward an Evaluative-Formative Scale (CCS)
Gustems Carnicer, Josep
Direcció de cors
Formació del professorat
Mestres d'educació musical
Choral conducting
Teacher training
Teachers of music education
title_short The Choral Conducting Gesture in Music Teacher Education: Toward an Evaluative-Formative Scale (CCS)
title_full The Choral Conducting Gesture in Music Teacher Education: Toward an Evaluative-Formative Scale (CCS)
title_fullStr The Choral Conducting Gesture in Music Teacher Education: Toward an Evaluative-Formative Scale (CCS)
title_full_unstemmed The Choral Conducting Gesture in Music Teacher Education: Toward an Evaluative-Formative Scale (CCS)
title_sort The Choral Conducting Gesture in Music Teacher Education: Toward an Evaluative-Formative Scale (CCS)
dc.creator.none.fl_str_mv Gustems Carnicer, Josep
author Gustems Carnicer, Josep
author_facet Gustems Carnicer, Josep
author_role author
dc.subject.none.fl_str_mv Direcció de cors
Formació del professorat
Mestres d'educació musical
Choral conducting
Teacher training
Teachers of music education
topic Direcció de cors
Formació del professorat
Mestres d'educació musical
Choral conducting
Teacher training
Teachers of music education
description Choral conducting is essential in Music Teacher Education, shaping musical, pedagogical, and social competencies through methodologies like Problem-Based Learning, which foster confidence, leadership, and teamwork. Gesture evaluation should be formative, serving as a learning tool. Various models assess accuracy, expressiveness, and motivation, crucial for developing future conductors. This study designed and validated a 16-item Choral Conducting Scale (CCS) for Preservice music educators. Key items, their grouping, and their weight in the overall assessment were analyzed through statistical and qualitative analyses, and confirmed its reliability (α = .78) in a university sample. Factorial analysis highlighted the importance of rhythm, meter, and facial expression in assessment. No significant differences were observed based on gender, age, or choral experience, except for students with experience as conductors, who rated more critically. The scale encourages interrelated practice with a technical, musical, and aesthetic focus. Future research should expand educational and cultural contexts to enhance preparation.
publishDate 2025
dc.date.none.fl_str_mv 2025
2025
2025
2025
dc.type.none.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/acceptedVersion
format article
status_str acceptedVersion
dc.identifier.none.fl_str_mv https://hdl.handle.net/2445/223851
http://hdl.handle.net/2445/223851
url https://hdl.handle.net/2445/223851
http://hdl.handle.net/2445/223851
dc.language.none.fl_str_mv Inglés
language_invalid_str_mv Inglés
dc.relation.none.fl_str_mv Versió postprint del document publicat a: https://doi.org/10.1177/10570837251377905
Journal of Music Teacher Education, 2025
https://doi.org/10.1177/10570837251377905
dc.rights.none.fl_str_mv cc by-nc-nd (c) Gustems Carnicer, Josep, 2025
https://creativecommons.org/licenses/by-nc-nd/4.0/
info:eu-repo/semantics/openAccess
rights_invalid_str_mv cc by-nc-nd (c) Gustems Carnicer, Josep, 2025
https://creativecommons.org/licenses/by-nc-nd/4.0/
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv 18 p.
application/pdf
application/pdf
dc.publisher.none.fl_str_mv SAGE Publications
publisher.none.fl_str_mv SAGE Publications
dc.source.none.fl_str_mv Articles publicats en revistes (Didàctiques Aplicades)
reponame:Recercat. Dipósit de la Recerca de Catalunya
instname:Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya)
instname_str Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya)
reponame_str Recercat. Dipósit de la Recerca de Catalunya
collection Recercat. Dipósit de la Recerca de Catalunya
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repository.mail.fl_str_mv
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