Rehearsal Interactions of Middle School Chamber Music Ensembles

Abstract

Chamber music research has focused almost exclusively on professional, collegiate, and high school ensembles, and none has included students in a middle school instrumental music classroom setting. The purpose of this study was to examine the interactions of middle school band students during chamber music rehearsals. The research questions guiding the study were a) How did middle school wind instrumentalists in a chamber music ensemble use musical and verbal interactions to collaboratively rehearse? b) How did coaching affect rehearsal interactions? and c) How did students describe their chamber music experience? Three 10-minute video-recorded rehearsals, including one coaching session, and focus group interviews of three trios were analyzed to answer these questions. Rehearsal interactions were coded into off-task talk, task-directed talk, and task-directed play. Task-directed interactions were divided into 10 codes. Participants’ perspectives and attitudes toward chamber music participation were analyzed based on interview responses. Participants generally engaged in task-directed play more than task-directed talk, and there was very little off-task talk. Each trio only discussed three to five topics, and usually for short periods of time. These topics included basic elements of playing such as tempo, rhythm accuracy, note accuracy, ensemble (staying together), technique, and/or dynamics. Rehearsal data did not reveal notable changes in rehearsal content due to the coaching session; however, interview responses suggested that there were important benefits of the coaching session. Participants spoke very positively about the unit and wished they could have more time to rehearse in chamber ensembles. Implications for future research and suggestions for middle school band and orchestra directors are included.