Choir ensembles have been influential in shaping the esteemed culture of schools in recent decades. Despite this, choirmasters frequently place a significant emphasis on technical proficiency, considering it a key determinant of the choir’s learning rather than creating a thorough curriculum that covers all facets of comprehending music. In response, the current study aims to ascertain the criteria used by choirmasters for assessing music selection and analysing compositions, learning outcomes and uncovering strategies and assessments to determine alignment with the Comprehensive Musicianship through Performance (CMP) model, which integrates performing with understanding. Qualitative data was collected through semi-structured interviews conducted via Zoom with eight choirmasters. The results revealed that choirmasters’ teaching plan aligned with L. Sindberg’s (2012) CMP model. Choirmasters prioritise choirs’ vocal background when selecting compositions and emphasise understanding the meaning and appropriateness of the text during composition analysis. They highlight cognitive outcomes by fostering a profound grasp of the pieces and use creative and interactive teaching strategies. Assessment plays a crucial role in evaluating choir members’ musicianship skill, monitoring progress and achieving learning objectives. While CMP model provides a strong foundation, ongoing research aims to refine and expand it to ensure continued relevance in the evolving needs of music ensemble.

中文翻译：

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合唱团中的综合表演音乐素养 （CMP） 模型：马来西亚巴生谷合唱团指挥的透视表


近几十年来，合唱团在塑造受人尊敬的学校文化方面产生了影响。尽管如此，合唱团指挥经常非常重视技术熟练程度，将其视为合唱团学习的关键决定因素，而不是创建一个涵盖理解音乐各个方面的全面课程。作为回应，目前的研究旨在确定合唱团指挥用于评估音乐选择和分析作品、学习成果和发现策略和评估的标准，以确定与通过表演的综合音乐素养 （CMP） 模型的一致性，该模型将表演与理解相结合。定性数据是通过 Zoom 对八位合唱团指挥进行的半结构化访谈收集的。结果显示，合唱团指挥的教学计划与 L. Sindberg （2012） 的 CMP 模型一致。合唱团指挥在选择作品时优先考虑合唱团的声乐背景，并在作曲分析过程中强调理解文本的含义和适当性。他们通过培养对各个部分的深刻理解来突出认知结果，并使用创造性和互动性的教学策略。评估在评估合唱团成员的音乐素养技能、监控进度和实现学习目标方面起着至关重要的作用。虽然 CMP 模型提供了坚实的基础，但正在进行的研究旨在改进和扩展它，以确保在音乐合奏不断变化的需求中持续相关。