University of Delaware Department of Music

BasicConducting
Undergraduate MUSC 335

Fall Semester 2016

MW 10:10-11:00AM Puglisi Orchestra Hall
Instructor:
Email:
Office:
Hours:

Michael Knight
mdknight@udel.edu
309 Amy du Pont Music Building
TR 11:30-12:30 or appointment

Asst. Instructor: Joanna McCoskey

Phone: 831-1991

Course Description: An introduction to gestural concepts and non-verbal

communication techniques necessary for the modern conductor. Special emphasis will be
placed on score reading, score marking, and laboratory conducting experiences with
small ensembles.
Course Objectives: Students will develop knowledge and skills in baton technique,
expressive gestures, score reading, instrument transpositions, and rehearsal techniques.
Students will be able to demonstrate these skills through individual and group
demonstrations and evaluations, written assessments, and written self-evaluations.
Assessment Strategy:
40% Individual video conducting exercises (see attached criteria)
20% Final conducting exam
10% Self evaluations
10% Worksheets and quizzes
10% Mid-term conducting exam
10% Final transposition exam
Required materials
Baton (see information below)
Methods and Materials for Conducting-Stotter
Notebook for handouts
Supplemental materials (not required)
The Modern Conductor-Elizabeth Green
The Art of Conducting-Hunsberger/Ernst
Colored pencils for score marking
Full scores of works studied in class
Articles and excerpts from various conducting texts
Grading Scale:
A=100-93; A-=92-90; B+=89-88; B=87-83; B-=82-80; C+=79-78; C=77-73; C-=72-70;
D+=69-68; D=67=63; D-=62-60; F=59 or lower

Attendance policy:
Due to the amount of material covered in this course, it is imperative that all students
attend all classes. This also ensures that all students benefit from the feedback of the

entire class. Absences for legitimate reasons may be excused by contacting the instructor
in writing PRIOR to the date of the absence. Other excuses (illness, etc.) must be
accompanied by the appropriate documentation. Excessive absences WILL have an
impact on your final grade in this course. Each unexcused absence beyond two will
result in the final grade being lowered by 10%.
Baton:
All students must have a baton by the third week of the course. Samples from Premier
Batons will be available. Other recommended brands include Newland, Mollard, and
Hamel. We will discuss how to select a baton during the first class meetings.
Daily conducting:
The reading assignments for each class period are listed in the syllabus. Please prepare
the conducting exercises included and be prepared to conduct in front of the class. Also
be prepared to sing or perform the assigned exercises on your instrument! During
recorded video sessions, a schedule of conducting will be constructed. You will be
expected to conduct on your assigned day. You will be expected to perform as an
ensemble member for all of the other conductors. Any variations to the conducting
schedule must be approved by the instructor. There will be NO make-ups for missed
video sessions. Sample evaluation rubrics for each video session will be posted to Sakai
prior to each session.
Self-Assessment of Conducting Episodes:
Videos from conducting sessions will be posted via private YouTube link. Following each
conducting episode, review the video of your conducting and write no longer than a onepage commentary that addresses your perceived effectiveness. These analyses are due
before the next class date.
Your self-assessment should address the following three areas:
1) Address three areas that you feel you demonstrated WELL during this session,
2) Address three areas that you feel need continued improvement,
3) Address how you focus on these areas in future experiences.
Academic Integrity:
Please read and understand the information in the UD Guide to Academic Integrity.
You are responsible for the information contained therein.
Students with Disabilities:
Any student who thinks he/she may need an accommodation based on a disability should
contact the Disability Support Service (DSS) office as soon as possible. The DSS office is
located at 119 Alison Hall, 240 Academy Street, Phone: 302-831-4643, fax: 302-8313261, website: www.udel.edu/DSS.

Course Outline
(subject to adjustment)
WEEK 1
Course introduction and overview
Principles of conducting
Conductor responsibilities
Stance and posture
Prep and downbeat
Tempo maintenance
Introduction of release gestures
Reading Assignment: Stotter, Unit 1-2
WEEK 2
LABOR DAY
Batons needed next week!
Introduction to beat patterns
Four, three, two (simple and compound meters)
Ex. pp. 84, 86, 92 (All numbered examples are from Stotter text)
WEEK 3
Introduction of stylistic and dynamic gestures
Ex. pp. 84, 118, 184, 194 (plus previous exercises)
Choosing a baton
Baton technique
Review previous exercises
Review of stylistic and dynamic gestures
WEEK 4
Video session #1
Materials: 84-Chester
Video session #1

WEEK 5
Reading Assignment: Stotter, Unit 6
One-beat patterns (triple and compound meter)
Ex. pp. 90, 100
Self-evaluation #1 Due
Left hand techniques
Dynamics, style, releases
(continue with previous exercises)
WEEK 6
Reading Assignment: Stotter, Unit 3
Beginning after the down beat
Cues
Right hand
Left hand
Head cues
Combination cues
Ex. 98, 104, Early One Morning
Continued review of cues
WEEK 7
Mid-term video session
Materials: Irish Tune, Early One Morning
Mid-term video session, continued
WEEK 8
Reading Assignment: Stotter, Unit 8-9
Score reading
Full vs. condensed score
Basic markings
Mid-term self-evaluation due
Clefs and transpositions, continued
Assignment: Clef and transposition worksheet

WEEK 9
Reading Assignment: Stotter, Unit 4
Subdivision (simple and compound meters)
Ex. pp. 85, 170, Symphonic Metamorphoses, Mvt. 3
Assignment: Review instrument transpositions
Class practice on exercises
WEEK 10
Reading Assignment: Stotter, Unit 7
Dynamic and tempo alterations
Subito tempo and dynamic changes
Beethoven 1, Mvt. 1
Class review of exercises
Introduce fermatas
Quiz: Instrument transpositions on Beethoven
WEEK 11
Continued practice on fermatas
Ex. pp. 69, 70, Star-Spangled Banner
Introduce gesture of syncopation
Ex. pp. 153
WEEK 12
Video session #4
Materials: Star Spangled Banner, Beethoven 1
Video session #4
WEEK 13--THANKSGIVING BREAK

WEEK 14
Reading Assignment: Stotter, Unit 4-5
Asymmetrical meters
Score markings
Ex. pp. 94, 176, 179, 172
Self-evaluation #4 due
Class practice
WEEK 15
Class practice
Reading Assignment: Hunsberger, Chapter 9
Sustaining gestures, combining beat patterns, and supermeter
Ex. pp. 94, 160, Beethoven 9
Transposition exam
EXAM WEEK: Final conducting exam
Material: Horkstow Grange (94), Armenian Dances (179)

Sample Conductor Evaluation Rubric

Category
Beat Pattern

5
Clear beat
pattern - No
mistakes of
rhythm or
timing - Ictus is
clear Consistent

4
Clear beat
pattern - Few
mistakes of
rhythm or
timing - Minor
ictus issues Consistent

3
Mostly clear
beat pattern Some mistakes
of rhythm or
timing - Some
ictus issues Consistent

2
Somewhat
clear beat
pattern Rhythm and
timing rushes
or slows down Ictus is unclear
- Inconsistent

1
Unclear beat
pattern,
incorrect Timing and
rhythm off Icuts is not
established Inconsistent

Always uses
appropriate
expressive
gestures to
communicate
dynamics,
style, tempo,
etc.

Uses
appropriate
expressive
gestures most
of the time to
communicate
dynamics,
style, tempo,
etc.

Uses
appropriate
expressive
gestures some
of the itme to
communicate
dynamics,
style, tempo,
etc.

Rarely uses
appropriate
expressive
gestures to
communicate
dynamic, style,
tempo, etc.

Never uses
correct
expressive
gestures to
communicate
dynamics,
style, tempo,
etc.

Superior
podium
posture,
confident beat
pattern and
gestures, facial
intensity and
connection

Excellent
podium
posture,
confident beat
pattern and
gestures, facial
intensity and
connection

Good podium
posture, less
confident in
beat pattern
and gestures,
facial intensity
and connection

Fair podium
posture,
hestitant beat
pattern and
gestures, facial
intensity and
connection

Poor podium
posture, lack of
confident beat
pattern and
gestures, facial
intensity and
sincerity

Proper, natural
looking grip,
relaxed baton
arm, clear focal
point with right
hand

Proper, natural
looking grip,
somewhat
relaxed baton
arm, some lack
of clarity in
focal point with
right hand

Some
inconsistency in
grip, right hand
is a bit
unnatural or
tense,
somewhat
relaxed baton
arm,
inconsistent
focal point in
right hand

Abnormal grip,
some tension
apparent in
hand and arm,
right hand does
not give clear
focal point

Very abnormal
grip, extreme
tension in hand
and arm, right
hand gives no
focal point

Comments:

Gestures

Comments:

Confidence/Poise

Comments:

Baton Grip/Hand
Shape

Comments:

Category
Cues/Releases

5
Superior eye
contact, proper
breath, clear
establishment
of ictus, tempo
and style are
appropriate to
entrance

4
Excellent eye
contact, mostly
clear
establishment
of ictus, tempo
and style are
mostly
appropriate,
breath is
mostly
consistent

3
Good eye
contact,
somewhat clear
establishment
of ictus, tempo
and style are
only somewhat
appropriate,
breath is not
effective

2
Inconsistent
eye contact,
ictus is
inconsistent,
inconsistent
tempo and
style in relation
to entrance,
breath may be
missing

1
Poor/no eye
contact, no
establishment
of ictus, no
relation of
tempo and
style to that of
the entracce,
no breath with
cues

Always uses
left hand for
cues,
dynamics,
accents, effects
at appropriate
times

Mostly uses left

hand for cues,
dynamics,
accents, effects
at appropriate
times

Sometime uses
left hand for
cues,
dynamics,
accents, effects
appropriately

Rarely uses left

hand for cues,
dynamics,
accents, effects

Never uses the

left hand

Planes are
consistent, and
are adjusted
only when
dictated by the
music

Planes are
mostly
consistent, and
are adjusted
only when
dictated by the
music

Planes are
somewhat
consistent, and
are adjusted
only when
dictated by the
music

Planes are
inconsistent
and vary too
often

Planes are
never clearly
established

Comments:

Left Hand Gesture

Comments:

Horizontal/Vertical
Planes

Comments:

Total Score:
Comments:

Sample Conductor Self-Evaluation Form

Name__________________________________Date_____________________________
Exercise(s):
Address three issues that you feel you addressed WELL during this experience:

Address three issues that you feel need continued improvement:

How will you address these issues in future experiences?