Main Article Content
Jul 18, 2025
Abstract
Several studies point out the importance of the conductor's gaze for the communication with the musicians during the practice of a work for orchestra (Johnson, et al., 2003; Whitaker, 2011; Poggi, et al., 2020) however, there are no studies that explain why this importance. This ongoing research aims, based on knowledge in the areas of music education and cognition, to determine the factors that justify the importance of the gaze in the communication process between the conductor and the musicians. To this end, we will develop an experiment using an eye-tracker to measure the eye movements of conductors during orchestral performance. These physiological measurements will be complemented by a qualitative analysis of the conductors' and musicians' performance through a series of explanatory interviews. From the results obtained, we intend to explain more precisely the role of gaze communication during conductor's performance in orchestral practice, filling a gap of studies on this subject in the area. The analysis of the results carried out with the device software will also allow us to observe in detail the movement and direction of the gaze of conductors during musical performance, defining the visual communication
strategies used by them to help university teachers and conductors in training in the development of their orchestral practices.

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Los lectores/as pueden copiar, mostrar, y distribuir este artículo, siempre y cuando se de crédito y atribución al autor/es y a la Revista Diálogos Educativos; se distribuya con propósitos no-comerciales; y no se altere o transforme el trabajo original.
References
Fink, L., Lange, E., & Groner, R. (2019). The application of eye-tracking in music research. Journal of Eye Movement Research, 11(2), Article 1. https://doi.org/10.16910/jemr.11.2.1
Fucci-Amato, R. (2013). Do gesto à gestão: Um diálogo sobre maestros e liderança. São Paulo, SP:nVersos Editora.
Harper, R. (1978). Nonverbal communication: The state of the art. New York, NY: Wiley.
Hulley, S. B. (2007). Designing clinical research (3rd ed.). Philadelphia, PA: Lippincott Williams & Wilkins.
Johnson, C., Fredrickson, W., Achey, C., & Gentry, G. (2003). The effect of nonverbal elements of conducting on the overall evaluation of student and professional conductors. Journal of Band Research, 38(1), 64–77.
Malandro, L. A. (1988). Nonverbal communication (2nd ed.). New York, NY: Random House.
Morrison, S. J., Price, H. E., Geiger, C., & Cornacchio, R. (2009). The effect of conductor expressivity on ensemble performance evaluation. Journal of Research in Music Education, 57(1), 37–49. https://doi.org/10.1177/0022429409336132
Morrison, S. J., & Selvey, J. D. (2014). The effect of conductor expressivity on choral ensemble evaluation. Bulletin of the Council for Research in Music Education, 199, 7–18. https://doi.org/10.5406/bulcouresmusedu.199.0007
Nascimento, M. (2012). Inovação tecnológica na pesquisa em Educação Musical: mudanças de paradigma à luz do pensamento pós-crítico. In P. Rogério & L. B. Albuquerque (Orgs.), Educação musical em todos os sentidos (pp. 197-212). Fortaleza, CE: Edições UFC.
Napoles, J. (2012). The influences of presentation modes and conducting gestures on the perceptions of expressive choral performance of high school musicians attending a summer choral camp. International Journal of Music Education, 31(3), 321–330. https://doi.org/10.1177/0255761411434823
Poggi, I., Ranieri, L., Leone, Y., & Ansani, A. (2020). The power of gaze in music: Leonard Bernstein’s conducting eyes. Multimodal Technologies and Interaction, 4(2), 20. https://doi.org/10.3390/mti4020020
Stervinou, A., Muniz, L., & Sousa, K. (2018). As funções cognitivas implicadas na regência de orquestras universitárias: Um estudo exploratório. In Anais do XIV Encontro Regional Nordeste da Associação Brasileira de Educação Musical (ABEM), Salvador, BA.
Stervinou, A., Lima, H., Barbosa, K., & Chaves, L. (2022). A comunicação na regência orquestral: Entrevistas com 5 regentes profissionais. In Anais do XVI Encontro da ABEM Nordeste.
Theureau, J. (2003). Course-of-action analysis and course-of-action-centered design. In J. Theureau (Ed.), Human factors and ergonomics (pp. 55–81). Boca Raton, FL: CRC Press. https://doi.org/10.1201/9781410607775
Tonsen, M., Baumann, C., & Dierkes, K. (2020). A high-level description and performance evaluation of Pupil Invisible. arXiv. https://arxiv.org/abs/2009.0050
Vandemoortele, S., Feyaerts, K., Reybrouck, M., De Bièvre, G., Brône, G., & De Baets, T. (2018). Gazing at the partner in musical trios: A mobile eye-tracking study. Journal of Eye Movement Research, 11(2), Article 6. https://doi.org/10.16910/jemr.11.2.6
Whitaker, J. A. (2011). High school band students’ and directors’ perceptions of verbal and nonverbal teaching behaviors. Journal of Research in Music Education, 59(3), 290–309. https://doi.org/10.1177/0022429411414910
Ziouani, Z. (2010). La chef d'orchestre. Paris, France: Carrière.
