Article Author: Patrick Shepherd

This article presents a qualitative, phenomenological investigation into the development of novice conductors, framed within a practice-led research paradigm. Originating from several mentoring opportunities, the study examines how young musicians transition into conducting roles, the pedagogical strategies that support this process, and the challenges they encounter. Drawing on the lived experiences of two apprentice conductors, the research explores the intersection of technical skill acquisition, interpretive decision-making, and communicative efficacy. The study addresses a gap in the literature, which often privileges either the autobiographical accounts of professional conductors, instructional manuals focused on technique, or conducting programmes taught at tertiary (university) level. Through semi-structured interviews and reflective analysis, key themes emerge: the importance of early experiential opportunities, the role of mentorship, and the development of confidence and clarity in gesture and musical intent. The findings underscore the value of embodied learning and highlight the influence of ensemble dynamics, gender perceptions, and institutional support on access to conducting pathways. This study also heightens the importance of training for those working in schools and with community ensembles, for whom training in being a conductor is not readily available. The research advocates for a holistic and inclusive approach to nurturing apprentice conductors, integrating formal instruction, reflective practice, and scaffolded opportunities for authentic leadership. By foregrounding the voices of emerging conductors, this study contributes to a more nuanced understanding of musical leadership and offers practical insights for educators, mentors, and institutions committed to cultivating the next generation of conductors.

Keywords: Conducting Pedagogy; Music Education; Phenomenology; Practice-Led Research; Mentorship; Musical Leadership; Novice Conductors

Article Review Status: Published

Pages: 12- 21

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