The Interdependent Musicianship Model: Centering Musicians in Collegiate Band Rehearsals

Abstract

Currently, wind band rehearsal structures are very conductor-centric; conductors serve as the primary musical problem solvers in these ensembles. Musicians in ensembles aren’t given the opportunity to practice skills commonly held by conductors. Previous attempts at centering musicians in rehearsals typically fall short due to lack of depth in instruction and limitations in conductors’ time and resources. Further, conductors do not explicitly teach prerequisite communication and social skills needed for musician-centric rehearsals. When combined with concepts from student-centered learning, Distributed Leadership theory provides a novel foundation to build a pedagogical model intended to distribute conductor responsibilities to musicians in collegiate ensembles. My proposed Interdependent Musicianship Model will provide a scaffolded method for conductors and ensemble musicians to contribute equally to musical creativity and problem solving by building skill sets within the domains of social dynamics, aural awareness, and musical analysis. Developing interdependent musicianship in their ensembles will require conductors to gradually shift from using controlling functions of conducting and pedagogy to functions that release control, model metacognitive processes for musicians, and create various leadership trainings to give their ensembles opportunities to practice new social and interdependent musicianship skills. Progress through the Interdependent Musicianship Model is sustained through building of self-efficacy and is made simpler through use of self- and peer assessments.