ABSTRACT

Based on narratives on six choral conductors’ unfolding careers, the article investigates significant moments in professional trajectories – turning points – and how these shaped ongoing practices. The empirical material comprises interviews with conductors that represent different pre-conducting platforms – musicologist, music therapist, music educator, instrumentalist, singer, and church musician. Narratives present both an ontological view of experience – lived life is told life – and a methodology where the narrative analysis is the researchers’ integral retelling of fragments and episodes provided by the informants. The article draws on sensemaking theory to understand how the conductors attend to certain experiences, whether painful or pleasurable, and make their ongoing practice meaningful by modifying course of action as well as identity. A common theme is how they unexpectedly were thrown into the conductor position in their youth. Formal conductor education seems to take a highly ambiguous position in their developments, for some productive – and for some, even disruptive.

摘要

基于对六位合唱指挥的职业生涯的叙述，本文调查了职业轨迹中的重要时刻——转折点——以及这些如何塑造了正在进行的实践。实证材料包括对代表不同预指挥平台的指挥家的采访——音乐学家、音乐治疗师、音乐教育家、乐器演奏家、歌手和教堂音乐家。叙事既呈现了一种本体论的经验观——讲述了生活生活——以及一种方法论，其中叙事分析是研究人员对线人提供的片段和情节的完整复述。本文利用意义建构理论来理解指挥者如何关注某些体验，无论是痛苦的还是愉快的，并通过修改行动过程和身份来使他们正在进行的实践变得有意义。一个共同的主题是他们如何在年轻时意外地被投入到指挥的位置。正规指挥教育似乎在他们的发展中采取了高度模棱两可的立场，对一些人来说是富有成效的——对一些人来说，甚至是破坏性的。