PASSING THE BATON: HOW DO WE NURTURE THE APPRENTICE CONDUCTOR TO OVERCOME THE CHALLENGES OF TAKING UP THE BATON?

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 opportuniti ... continue reading->

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