| The purpose of this study was to examine the relationship between time spent in nonperformance and critical thinking activities in high school choral rehearsals. Participants included three high school chorus directors identified as master teachers using specific criteria. Video footage was collected at approximately the mid-point of performance preparation, after basic notes and rhythms had been learned but before final polish work had begun. Three 15-minute unscripted rehearsal samples were collected from one beginning level choir and one advanced choir from each participant's school. Observed rehearsal behaviors were coded into three categories of nonperformance activity: lower order thinking, critical thinking, and nonspecific activity. Time spent in student performance was also recorded. Anderson and Krathwohl's revision of Bloom's taxonomy (2001) served as the basis for defining lower order cognitive processes (remember, understand, apply) and processes used in critical thinking (analyze, evaluate, create). Video data were analyzed using SCRIBE observation software (Duke & Stammen, 2007).;Results indicated that participants spent an average of 45.94% of rehearsal time in student performance. Of the mean rehearsal time spent in nonperformance activities (53.89%), 45.96% was spent in teacher-student interactions focused on lower order thinking skills, 6.36% was spent engaged in critical thinking skills, and 1.57% was spent in nonspecific activities including off-task behavior and silence. A significant, strong positive correlation was found between the amount of time spent in nonperformance activities and time spent engaged in critical thinking skills. The relationship between students' level of school music experience, as evidenced by a tiered choir system (beginning level to advanced) and the percentage of time spent in developing students' critical thinking skills was also examined. However, no significant correlation was found. Findings suggest that the amount of time spent using critical thinking skills in the high school chorus rehearsal may be influenced by a variety of factors, including rehearsal techniques, learning objectives, and pedagogical skills exhibited by master teachers. Implications and suggestions for further research are made. |
