As conductors, we fulfill multiple roles – musicians, scholars, educators, leaders, models and mentors. All mentors are models, but all models are not mentors.
Historically, concepts of leadership have evolved, including trait theories, behavioral theories, situational leadership theory, transactional and transformational theories, servant leadership, and collaborative leadership. Researchers have found situational leadership theory (SLT) especially relevant to successful conductors, who balance high task and high relationship in rehearsals.
Everything we do in rehearsals is a model for the musicians whom we lead. Those of us working with novice conductors can effectively share how we make decisions pertaining to repertoire selection, steps in preparation through score analysis, presentation of pedagogical principles, and the verbal and gestural language we choose. In doing so, we are modeling effective ways for these less experienced conductors as they begin their careers.
Modeling and mentoring differ in that mentoring is deeper and connected to an apprentice-like relationship, such as that between a graduate advisor and student. Bennett (2013, 96) notes several “personal attributes of artists,” which are relevant to those of us in leadership positions, whether models or mentors:
1. Confidence and inner strength
2. Openness and adaptability to change
3. Motivation and drive
4. Resilience and determination
5. Passion
It is easy to see how each of these characteristics serves us well in our role as conductor-leaders. Our responsibility is to model and nurture these characteristics in our students.
(Bennett, Dawn. Understanding the Classical Music Profession: The Past, The Present, and Strategies for the Future. Hampshire, England and Burlington, VT: Ashgate Publishing, Ltd., 2013.)
(Make plans now to attend your 2016 ACDA Divisional Conference!)
Lucy Hudson Stembridge says