If there is a given in rehearsals, it is that teachers desire more time to teach musical concepts, nuance, and musical sensitivity. Despite the clear research supporting the idea that conducting gestures can teach a myriad of musical concepts (Kelly, 1999), some teachers separate the experience of teaching musicality from their conducting. In this session, Denise Eaton and Michael Murphy will provide selected examples through a reading packet of diverse literature and composers and demonstrate aural and visual strategies for using conducting gestures to teach critical musical concepts and musicality through purposeful repertoire-specific warm-ups and rehearsing literature.
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