Abstract
Curious as to why conducting gesture are both acknowledged and ignored by choral singers, this article investigates the enigmatic nature of the act of conducting. Education and research are biased toward gestural aspects of the choral conductor role. At the same time, research shows that gestural skills rank strikingly low compared with other musical skills and interpersonal skills. This study endeavors to unpack this enigma, based on 40 interviews with choral singers and conductors in Norway and Sweden. Taking a phenomenological approach, analysis of the fieldwork reveals that singers are more aware of gesture when something out of the ordinary happens, is unclear, or is even particularly appealing. The enigmatic role of gesture is partly due to conceptual ambiguity—gestures are signals that conductors “do” as well as embody the integral conductor “being.” Moreover, four “enigma busting” contextual dimensions were found: complexity of the music, the irreplaceability of gestures in the specific situation, singers’ receptiveness to gestures, and the gestural proficiency of the conductor. The article points at some implications for education as well as future research.
Highlights
Conductor gestures are central in the enactment of musical leadership and a core element in choral conductor education (Jansson, Balsnes, & Bygdéus, 2018)
We present a varied and rather heterogeneous literature overview and home in on three theoretical perspectives that were key in shaping the research design: gestural functions, conductor competencies, and phenomenology
With well-prepared singers performing complex music in concert with a gesturally proficient conductor, gestures are of great significance
Summary
Conductor gestures are central in the enactment of musical leadership and a core element in choral conductor education (Jansson, Balsnes, & Bygdéus, 2018). As a dedicated leader function, the conductor role as we know it today emerged with romanticism in the nineteenth. Century, meeting the demands of increasing complexity of musical works and ensembles. It quickly became the iconic figure that embodied both the genius artist and the omnipotent leader—commonly recognized and mimicked (Durrant, 2003; Lebrecht, 1992; Schonberg, 1967). Beyond the conspicuous position and discernible movements, the choral conductor fulfills key ensemble functions with regard to synchronization, unifying expression, and mobilizing efforts (Gumm, 2012). The conductor relies on a range of musical and interpersonal skills that are condensed into leadership by gestural-visual means only in the performing situation
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
