The purpose of this study was to survey secondary band and orchestra teachers (N = 436) in Colorado and Indiana regarding their self-reported immediacy behaviors, ensemble setups, and use of classroom space when teaching. Immediacy “refers to nonverbal teacher behaviors which increase nonverbal interaction with students and which communicate closeness.” Female teachers and teachers of young ensembles reported higher levels of overall immediacy. Among component immediacy behaviors, teachers reported using proximity-related behaviors the least; females reported using proximity behaviors at higher rates than males. The majority of teachers reported using “closed” ensemble setups (i.e., setups that limit teacher movement among students) and remained in these setups for the majority of the school year. Teachers of young ensembles reported greater use of “opened” setups (i.e., setups that help facilitate teacher movement among students). Although teachers reported spending the majority of rehearsal time on the podium, female teachers, teachers of young ensembles, and teachers who used opened setups reported less time on the podium and more time moving among students. Implications for immediacy, ensemble setup, and teacher use of space in music education are discussed.

中文翻译：

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对科罗拉多州和印第安纳州中学乐器教师的即时性、合奏设置和课堂空间使用的调查

本研究的目的是调查科罗拉多州和印第安纳州的二级乐队和管弦乐队教师（N = 436）关于他们在教学时自我报告的即时行为、合奏设置和教室空间的使用。即时性“指的是教师的非语言行为，它增加了与学生的非语言互动并传达了亲密感。” 女教师和年轻乐团的教师报告的整体即时性更高。在组成直接行为中，教师报告使用与接近相关的行为最少；女性报告使用接近行为的比率高于男性。大多数教师报告使用“封闭式”合奏设置（即限制教师在学生之间流动的设置），并且在学年的大部分时间里都保持在这些设置中。年轻乐团的教师报告更多地使用“开放式”设置（即有助于促进教师在学生之间流动的设置）。尽管教师报告说大部分排练时间都花在讲台上，但女教师、年轻乐团的教师和使用开放式布置的教师报告说，在讲台上的时间更少，而在学生之间移动的时间更多。讨论了音乐教育中的即时性、合奏设置和教师使用空间的含义。