The roles of student musicians in quartet rehearsals
Identifieur interne : 000457 ( Main/Exploration ); précédent : 000456; suivant : 000458The roles of student musicians in quartet rehearsals
Auteurs : Elaine C. KingSource :
- Psychology of music [ 0305-7356 ] ; 2006-04.
English descriptors
- Teeft :
- Allowable weaknesses, Behaviour, Behavioural attributes, Belbin, Better performance, Better progress, Blum, British string quartets, Collaborative behaviour, Common team roles, Contribution rating, Contributor, Contributor fidget, Different quartets, Distinctive team roles, Distractor, Dynamics, Ensemble, Ensemble performance, Ensemble rehearsal, Ensemble rehearsals, Explorative investigation, Female members, Fidget, First chair, First rehearsal, First violinist, Fourth rehearsal, Functional role, Functional roles, Group dynamics, Group score, Group work, Hull ensemble performance assessment criteria, Individual marks, Individual members, Individual players, Interview data, Joker, Joker leader contributor distractor, Male members, Module tutor, Mood swings, Much laughter, Music education, Musical ideas, Musical preparation, Musical progress, Observation period, Other players, Overall progress, Postal address, Previous research, Quartet, Quartet rehearsals, Rehearsal, Rehearsal progress, Royal holloway, Same team roles, Same time, Saxophone, Saxophone quartet, Second hypothesis, Second rehearsal, Second violinist, Short performance, Short performances, Social collaboration, Stable disposition, Stable team roles, String quartet, String quartets, Strongest player, Student musicians, Student quartet rehearsals, Successful group work, Task specialist, Team role, Team roles, Third rehearsal, Wind quartet, Wind quintets, Work ethos.
Abstract
This study focuses on collaboration between student musicians in a wind quartet, saxophone quartet and string quartet. Devised as an explorative investigation using observation and interview methods, the roles of student musicians are defined within and across quartet rehearsals over a period of four weeks. The data indicate that there are common roles assumed by student musicians in a quartet: leader, deputy-leader, contributor, inquirer, fidget, joker, distractor and ‘quiet one’. The students represented one or more of these roles during a rehearsal and sometimes changed roles across rehearsals, normally through compensating for each other's mood changes. Quartets with a regular leader exhibited more stable team-role behaviour, a consistently focused group dynamic and better progress than those without one did, highlighting the impact of leadership on non-leadership roles and the success of a group.
Url:
DOI: 10.1177/0305735606061855
Affiliations:
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King</name><affiliation><wicri:noCountry code="no comma">University of Hull</wicri:noCountry></affiliation></author></analytic><monogr></monogr><series><title level="j">Psychology of music</title><idno type="ISSN">0305-7356</idno><idno type="eISSN">1741-3087</idno><imprint><publisher>Sage Publications</publisher><pubPlace>Sage CA: Thousand Oaks, CA</pubPlace><date type="published" when="2006-04">2006-04</date><biblScope unit="volume">34</biblScope><biblScope unit="issue">2</biblScope><biblScope unit="page" from="262">262</biblScope><biblScope unit="page" to="282">282</biblScope></imprint><idno type="ISSN">0305-7356</idno></series></biblStruct></sourceDesc><seriesStmt><idno type="ISSN">0305-7356</idno></seriesStmt></fileDesc><profileDesc><textClass><keywords scheme="Teeft" xml:lang="en"><term>Allowable weaknesses</term><term>Behaviour</term><term>Behavioural attributes</term><term>Belbin</term><term>Better performance</term><term>Better progress</term><term>Blum</term><term>British string quartets</term><term>Collaborative behaviour</term><term>Common team roles</term><term>Contribution rating</term><term>Contributor</term><term>Contributor fidget</term><term>Different quartets</term><term>Distinctive team roles</term><term>Distractor</term><term>Dynamics</term><term>Ensemble</term><term>Ensemble performance</term><term>Ensemble rehearsal</term><term>Ensemble rehearsals</term><term>Explorative investigation</term><term>Female members</term><term>Fidget</term><term>First chair</term><term>First rehearsal</term><term>First violinist</term><term>Fourth rehearsal</term><term>Functional role</term><term>Functional roles</term><term>Group dynamics</term><term>Group score</term><term>Group work</term><term>Hull ensemble performance assessment criteria</term><term>Individual marks</term><term>Individual members</term><term>Individual players</term><term>Interview data</term><term>Joker</term><term>Joker leader contributor distractor</term><term>Male members</term><term>Module tutor</term><term>Mood swings</term><term>Much laughter</term><term>Music education</term><term>Musical ideas</term><term>Musical preparation</term><term>Musical progress</term><term>Observation period</term><term>Other players</term><term>Overall progress</term><term>Postal address</term><term>Previous research</term><term>Quartet</term><term>Quartet rehearsals</term><term>Rehearsal</term><term>Rehearsal progress</term><term>Royal holloway</term><term>Same team roles</term><term>Same time</term><term>Saxophone</term><term>Saxophone quartet</term><term>Second hypothesis</term><term>Second rehearsal</term><term>Second violinist</term><term>Short performance</term><term>Short performances</term><term>Social collaboration</term><term>Stable disposition</term><term>Stable team roles</term><term>String quartet</term><term>String quartets</term><term>Strongest player</term><term>Student musicians</term><term>Student quartet rehearsals</term><term>Successful group work</term><term>Task specialist</term><term>Team role</term><term>Team roles</term><term>Third rehearsal</term><term>Wind quartet</term><term>Wind quintets</term><term>Work ethos</term></keywords></textClass><langUsage><language ident="en">en</language></langUsage></profileDesc></teiHeader><front><div type="abstract" xml:lang="en">This study focuses on collaboration between student musicians in a wind quartet, saxophone quartet and string quartet. Devised as an explorative investigation using observation and interview methods, the roles of student musicians are defined within and across quartet rehearsals over a period of four weeks. The data indicate that there are common roles assumed by student musicians in a quartet: leader, deputy-leader, contributor, inquirer, fidget, joker, distractor and ‘quiet one’. The students represented one or more of these roles during a rehearsal and sometimes changed roles across rehearsals, normally through compensating for each other's mood changes. Quartets with a regular leader exhibited more stable team-role behaviour, a consistently focused group dynamic and better progress than those without one did, highlighting the impact of leadership on non-leadership roles and the success of a group.</div></front></TEI><affiliations><list></list><tree><noCountry><name sortKey="King, Elaine C" sort="King, Elaine C" uniqKey="King E" first="Elaine C." last="King">Elaine C. 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