Universality and situatedness in educating choral conductors

Abstract

The purpose of this study was to investigate a broad range of choral conductors’ views on competences needed in their own practice, and how education and experience have contributed to their current level of mastery. Choral conductors (N = 685) in Norway, Sweden, and Germany completed a survey covering 15 competence items that together constitute a holistic view of the choral conducting role. The survey also captured contextual data related to academic education and working situation. The analysis sought to determine the degree of situatedness and universality of the various competency items. The results show that there is a general agreement on the relative importance of competencies across various contexts, with some notable differences. The two key factors that drive the self-perceived competence level are leading advanced choirs and years of experience. A degree specifically in choral conducting matters, but primarily for gestural skills. Music degrees in general do not explain variations across participants. With regard to aural skills, we observe that the retrospective appreciation of education grows with the longevity of experience.