Music leaders who conduct ensembles in education and community settings, create an ecology of participation depending on their style of leadership. The paradigm of master/apprentice that has long been pilloried in music education academia is still a popular modus operandi for many conductors. Understanding the effect that leadership has on group identity and ensemble cohesion can help participant musicians to continue lifelong engagement with ensemble music making. This exploratory research consists of three phases. First, the relevant literature regarding group work, leadership theories, and musical ensembles was explored. Second, utilizing a purpose-designed questionnaire instrument issued to three musical ensembles. The data was collected and analyzed to determine which leadership factors were considered most important in developing a positive ecology for ensemble members. Data were collected from three musical ensembles, resulting in a convenience sample of n = 73. Some unexpected results emerged from several analytical techniques that explored the cross-tabulation of questionnaire data using Pearson’s kurtosis and skewness coefficients and platykurtic distributions. Finally, this research recommends a more egalitarian ecology in order to maintain a strong interest in ensemble music making for participant musicians.

在教育和社区环境中进行合奏的音乐领袖，根据他们的领导风格创造一种参与生态。长期以来被音乐教育界讥讽的师徒范式仍是流行的作案手法对于许多导体。了解领导力对群体认同和合奏凝聚力的影响可以帮助参与音乐家继续终身参与合奏音乐制作。这项探索性研究包括三个阶段。首先，探索了关于小组工作、领导力理论和音乐合奏的相关文献。其次，使用专门设计的问卷工具发给三个音乐合奏团。收集和分析数据以确定哪些领导因素被认为在为合奏成员发展积极生态方面最重要。数据是从三个音乐合奏中收集的，产生n的便利样本 = 73. 一些分析技术出现了一些意想不到的结果，这些分析技术使用 Pearson 峰度和偏度系数以及 platykurtic 分布探索了问卷数据的交叉制表。最后，这项研究建议建立一个更加平等的生态系统，以保持参与音乐家对合奏音乐制作的浓厚兴趣。