Effect of Videotape Feedback Techniques on Performance, Verbalization, and Attitude of Beginning Conductors

The purpose of this study was to compare the effect of two videotape feedback techniques on improvement in conducting skills of beginning conductors. One videotape feedback technique consisted of sessions spent with an experienced conducting instructor; the other technique used sessions in which each student independently viewed videotapes with behavioral observation forms and checklists. Pre- and posttests consisted of four-measure examples in 2/4, 3/4, 4/4, and 6/8 conducted by each student and videotaped for subsequent analysis. In addition to the two experimental groups, two control groups were employed. One control group was both pre- and posttested, and the other was posttested only. Judges rated each student's pre- and posttest conducting examples (N= 336) on accuracy of beat pattern, cueing, preparatory beats, cutoffs, tempo, style, dynamics, eye contact, and frequency of mannerisms. Two other dependent measures were used-an instructional rating survey to determine student attitude and a verbal content analysis of critiques written after each feedback session. Analysis of performance data indicated (1) significant pretest to posttest gains for both experimental groups; (2) no significant difference between experimental groups; (3) no significant difference between control groups; but (4) significant differences between experimental and control groups. A content analysis of critiques written after each feedback session demonstrated significantly more deference to instructor authority in the instructor feedback group than the observation form group. In addition, the instructor feedback group had more statements concerning technique, eye contact, score preparation, and mannerisms; the observation form group had more statements concerning facial expression, body movement, and rehearsal time; and both groups had approximately equal numbers of statements concerning verbal content. The instructor rating survey indicated no significant differences between experimental groups in “instructor warmth,” “academic-intellectual content,” or “student work/input.”