Orchestral Conducting as Educational Practice: A Smallian Perspective of Relationships and Pedagogy in Youth Orchestras

Abstract

In this article the author attempts a first description of his ongoing research on the pedagogy and educational philosophy which can be applied in working with the youth orchestra, based on Christopher Small’s theory of musicking; the youth orchestra is seen here as a learning community, and the author attempts to redefine the relationships which are embodied and shaped within it, wishing to stir up the stagnant social relationships of the classical orchestra community. The article is particularly concerned with the power relationship between the teacher-conductor and the students, while raising questions of musical identity, hierarchy and empathy from a Smallian perspective applied to the conducting of the youth orchestra, within a concept of educational conducting.