Increasing Feedback Specificity in the Choral Rehearsal

The purpose of the present study was: (1) to determine graduate student conductors' and teacher conductors' degree of feedback specificity, and ratio of positive to negative feedback; (2) to determine the feasibility of the Choral Feedback Assessment Form (CFAF) as a feedback measurement tool; and (3) to examine the effectiveness of the CFAF as an intervention tool to increase participants' use of feedback specificity. Participants in the descriptive phase of this study (N = 52) were professional choral directors (n = 17), and graduate choral conducting students (n = 35) in their second year of study at a large Southeastern university. Participants' rehearsal videotapes were analyzed using the CFAF, resulting in an approval/disapproval ratio of 2:1 for both graduate student and teacher conductors, well below the 4:1 ratio indicated as most effective by extant research. Findings also revealed that participants' specificity in negative feedback was high, while their specificity in positive feedback was disproportionately low. Overall reliability of the CFAF was calculated at .82. Participants in the experimental phase of this study (N = 32) were professional choral directors at large high school music programs in Florida (n = 17), and graduate choral conducting students in their second year of study at a large Southeastern university (n = 15). Participants were observed and assessed according to CFAF categories over the course of three choral rehearsals. Intermittent intervention sessions-- intended to increase participants' feedback specificity--included explanation of the CFAF and videotape analyses. Results revealed significant increases in participants' use of specific positive feedback, and significant decreases in their use of nonspecific negative feedback. Teacher conductors also exhibited significant increases in their use of high magnitude positive feedback, while graduate student conductors exhibited significant increases in their use of specific negative feedback. Additional results revealed participant approval/disapproval ratios increased from 2:1 to 3:1 from pretest to posttest. Participants reported the CFAF was effective in increasing their feedback specificity, and their choir members' performance and attitudes improved when feedback became more specific. Participants also reported that they continued their efforts to maintain feedback specificity after the investigation period had ended. Finally, participants shared their personal experiences with high magnitude and anomalistic feedback. Implications for teacher training are discussed, as well as suggestions for further research.