This action research report addresses the structure and outcomes of a fifteen-week online project designed to enhance choral conductor identity development through community discussion. Aligned with a university choral literature course, the project was intended to encourage professional perspective and communication. Outcomes and insights were ascertained via online responses to posted choral performance recordings, a questionnaire given at the end of the project period, and an in-person final group discussion. A categorical analysis of discussion content revealed a larger frequency of comments focused on expressive aspects of music over comments focused on musical technique. Comments were often stated as personal preferences rather than objective observations aligning with a particular style or genre. Students demonstrated a fluid use of resources to stimulate conversation including class readings, selected video/audio recordings, and peer comments. Questionnaire responses indicated that the online format enhanced students' ability to formulate and articulate ideas, expanded their understanding of professional community perceptions and expanded their overall awareness of their role as a choral conductor. Class members also reported greater awareness of the differences between formal online discourse appropriate for professional communication and informal conversation habits developed through social media interactions.
"Enhancing Choral Conductor Identity Development Through Online
Visions of Research in Music Education: Vol. 31, Article 6.
Available at: https://opencommons.uconn.edu/vrme/vol31/iss1/6