The Effect of Conducting and Error Placement on the Error Detection Ability of Pre-Service Music Educators

It has been suggested that almost half of ensemble rehearsals are dedicated to the detection and correction of performance errors. Therefore, the ability to detect errors is an essential skill for music educators. In order to prepare students to develop error detection skills, many colleges offer in depth aural training courses. However, the transferability of skills learned in aural training courses to real life error detection scenarios seems to be limited. Therefore, researchers have suggested that this traditional form of training should be combined with specific programmed instruction in error detection development. Researchers have also studied the effect of conducting/body movement on error detection proficiency. Studies on this topic have yielded mixed results, with some studies citing a negative effect of conducting on error detection and others showing no significant effect In addition to the effect of body movement on error detection, researchers have found that musical items such as texture, voicing, timbre, pitch, rhythm, and number of parts also have an effect on one’s ability to detect errors. Therefore, the purpose of the current pilot study was to determine whether the act of conducting had a significant impact on error detection for pre-service music educators. A secondary purpose of this study was the effect of error placement within the score on error detection ability. Forty-one (N = 41) undergraduate music education majors enrolled in a conducting course participated in this study. The participants were divided into two groups – control (n = 22) and treatment (n = 19). All participants were given a packet of musical scores, and then asked to listen to recordings of the musical examples. The recordings contained a variety of pitch and rhythm errors. Participants were then asked to mark the errors in the scores, including the correct location of the error (top, middle, or bottom voice and beat), as well as the error type (pitch or rhythm). The control group listened to the recordings without any physical movement, while the treatment group was asked to conduct during the recordings. A two-way ANOVA was conducted to compare the main effects of conducting and error placement on error detection ability. Results showed no significant interaction between treatment and control groups and error placement, F (2, 117) = 2.29, p = .11. There was also no significant difference with regard to the effect of conducting on error detection accuracy, F (1, 117) = 0, p = 1. However, there was a significant difference in error detection depending on error placement, F (2, 117) = 4.91, p = .009, with the least correct errors being identified in the bottom voice. Implications for music teacher education include an increased focus on score study, conducting, and programmed instruction techniques for enhancing error detection ability. More studies are needed to explore the effect of movement on students’ ability to successfully detect performance errors, as current research is still mixed.