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

Abstract

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.