Relational perspectives in the practices of choir directors

Abstract

ABSTRACT. - Mediating tools in the practices of choir directors - Skills are relational, that is, they are developed in a relationship and interaction with the environment, and through the mediation that takes place in social processes. From a socio-cultural perspective this paper has its focus on the interaction in choir practice and the importance for the development of the individual, since it is in this interaction that learning, creativity and other cognitive skills are developed. This study of choir conductors applies a combination of methods, creating an opportunity for the participants to verbally express their thoughts, and also made it possible to examine silent dimensions of knowledge. It is practice-based, qualitative and longitudinal in character. Four choir directors were observed closely while working with their children and youth choirs and took part in semi-structured interviews. The empirical data material consists of observation notes, reflective writing, individual interviews, focus conversations, videotapes and stimulated recall interviews. With an overarching approach to learning and creativity as mediated and relational, the key concepts are tools, mediating tools, socially situated cultural practice and collective memory. In the case of professional choral directors, the relational aspect can be described as the ability to stand beside the recently performed actions, reflect on what has just happened and work on this experience over time. The Performing approaches and mediating tools become available in a social, situated and cultural practice. In conclusion, choral conducting involves a great variety of negotiations and renegotiations of working approaches and mediating tools, and the choir is a mediating tool for the choir director. Keywords: choral conducting, choir director, mediating tools, relational