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Transformational Leadership and Ubuntu in the Youth Choir

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Transformational Leadership and Ubuntu in the Youth Choir University of Calgary PRISM: University of Calgary's Digital Repository Graduate Studies The Vault: Electronic Theses and Dissertations 2017 Innovation and Empowerment: Transformational Leadership and Ubuntu in the Youth Choir Hoffart, Danica Hoffart, D. (2017). Innovation and Empowerment: Transformational Leadership and Ubuntu in the Youth Choir (Unpublished doctoral thesis). University of Calgary, Calgary, AB. doi:10.11575/PRISM/26538 http://hdl.handle.net/11023/3728 doctoral thesis University of Calgary graduate students retain copyright ownership and moral rights for their thesis. You may use this material in any way that is permitted by the Copyright Act or through licensing that has been assigned to the document. For uses that are not allowable under copyright legislation or licensing, you are required to seek permission. Downloaded from PRISM: https://prism.ucalgary.ca UNIVERSITY OF CALGARY Innovation and Empowerment: Transformational Leadership and Ubuntu in the Youth Choir by Danica Marie Hoffart A THESIS SUBMITTED TO THE FACULTY OF GRADUATE STUDIES IN PARTIAL FULFILMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF PHILOSOPHY DEPARTMENT OF MUSIC CALGARY, ALBERTA APRIL 2017 © Danica Marie Hoffart, 2017 ABSTRACT The purpose of this qualitative case study was to understand the impact of a choral leadership practice that aligns with transformational leadership and an ubuntu ethic on the rehearsal and performance practices of a youth choir, and on the development of choristers as global citizens. The secondary purpose was to examine these rehearsal and performance practices and the youth choir’s repertoire in light of the canon of Western art music and traditional choral practice, specifically notions of music as performance (Auslander 2006, 2013; Cook 2001, 2003, 2013) and musicking (Small 1998). The study investigated the leadership practice of Scott Leithead, one of Canada’s foremost youth choirs, and his work with Kokopelli of Edmonton, AB. Kokopelli was selected because of its excellence as evidenced by frequent invitations to perform in national and international festivals and conferences, its innovative programming and repertoire, and its ongoing outreach program, African Projects, which supports Kokopelli’s sister choirs in Namibia and South Africa. Ethnographic data collection included interviews with Leithead, five current choristers, four former choristers, and an African Projects exchange student; observations of rehearsals, workshops, and concerts; and artifacts from one choral season. Two main research lenses were used to analyze the data: transformational leadership (Bass 1985, 1998; Bass and Riggio 2006), specifically its four components of idealized influence, inspirational motivation, intellectual stimulation, and individualized consideration; and ubuntu, a southern African philosophy of humanism. Findings indicate that Leithead’s behaviours align with transformational leadership and his moral motivation is consistent with an ubuntu ethic, a combination which corresponds to Bass’s (1998) categorization of ii an authentic transformational leader. The study presents suggestions for choral directors, although implications from this research are applicable to leaders outside of music as well. iii ACKNOWLEDGEMENTS Thank you to Scott Leithead, Kokopelli, and my interlocutors, for granting me to the honour of telling your story. Without your openness, generosity of spirit, and honesty, this project could never have happened. Thank you to Katy Luyk for answering my many questions over the years, and to Sean Luyk for your bibliographic expertise. Thank you to my dissertation supervisor, Dr. Michael Frishkopf, for challenging me to think critically and to probe deeply. Thank you to my co-supervisor, Dr. Friedemann Sallis for your mentorship, your wisdom, and your commitment to helping me see this project through to fruition. Thank you to my supervisory committee members, Dr. Pat Hrynkiw for sharing your expertise and passion for vocal pedagogy with me, and Dr. Kathy Robinson, for giving me honest and detailed feedback that strengthened this document immensely. Thank you to my examiners, Dr. Barbara Schneider and Dr. Hilary Apfelstadt, for your thoughtful questions and suggestions at the defense. Thank you to Dr. Seonaigh MacPherson whose course helped me formulate my study and to Dr. David Gramit for the helpful discussion during my writing process. I am also indebted to Dr. Regula Qureshi whose guidance has shaped me as a scholar and who continues to be a mentor to me. I would like to acknowledge the Professional Development Committee at Red Deer College for the sabbatical and course releases, without which this project would not have been possible. Thank you to my colleagues and friends, especially, Dr. Trish Campbell, Dr. Jeanette Gallant, Dr. Kaniz Sattar, Dr. Nancy Batty, Peter Slade, Sylvia Kennedy and Aaron Monteleone for helping me talk through problems, reading my work, and offering encouragement. Thank you too, to David and Deanna Hoffart for housing and feeding me through my year of coursework. Thank you to my mother, Caroline Clark, and sister, Heather Kaup for your ongoing support, and to my father Michael Clark who was not able to see the end of this project, but who always encouraged me to pursue my dreams. Thank you to my in-laws, Gus and Rita Hoffart, for your support and encouragement. Most of all, thank you to my husband, Kevin for your support, patience, and love, as well as your dedication to our family throughout this doctoral journey. Finally, thank you to my children, Grace, Noah, Samson, and Sarah, for your patience and your joy through my years of writing. iv TABLE OF CONTENTS ABSTRACT ...................................................................................................................... ii ACKNOWLEDGEMENTS .............................................................................................. iv TABLE OF CONTENTS ................................................................................................... v LIST OF TABLES ............................................................................................................. x LIST OF FIGURES .......................................................................................................... xi CHAPTER 1: INTRODUCTION ................................................................................... 1 Background ............................................................................................................ 2 How I came to this study............................................................................ 2 What does it mean to be a conductor?........................................................ 4 The choral conductor as leader .................................................................. 8 Developing citizenship…………………………………………..……… 10 Statement of the problem...................................................................................... 13 Purpose statement………………………………………………………………. 15 Research questions ............................................................................................... 15 Significance of the research.................................................................................. 16 Outline of chapters................................................................................................ 18 CHAPTER 2: LITERATURE REVIEW…………..................................................... 22 Introduction .......................................................................................................... 22 Transformational leadership in music settings..................................................... 22 Transformational leadership in post-secondary choral contexts............... 23 Transformational leadership in public school musical contexts .............. 27 Transformational leadership in musical contexts outside of education.... 31 Choral leadership in rehearsal and performance................................................... 35 Choral leadership in rehearsal…………………………………………....35 Choral leadership and motivation………………………………………..41 Choral leadership and performance…………………..………………….44 Ubuntu in music settings………………………………………………………... 47 Developing citizenship in the choral context ....................................................... 51 Summary……………………………………………………………………...… 55 v CHAPTER 3: THEORY…………………………….……………............................... 57 Introduction .......................................................................................................... 57 Leadership studies................................................................................................. 58 Trait approach…………………………………………………………... 59 Skills approach…...……………………………………………………... 59 Situational leadership.…………………………………………………... 60 Servant leadership.…………………………………………………........ 61 Leader-member exchange theory.………………………………………. 62 Charismatic leadership.………………………………………………..... 63 Transformational leadership……………………………………………………. 64 Core components of transformational leadership………………………. 67 Authentic transformational leadership………………………………….. 68 The Full Range of Leadership Model…………………………………... 70 Multifactor Leadership Questionnaire………………………………….. 72 Criticisms of transformational leadership…………………………….… 75 Ubuntu…………………………………………………………………………... 78 Ubuntu as a concept…………………………………………………….. 78 Components of ubuntu……………………………………………….…. 80 Ubuntu and the Truth and Reconciliation Commission in South Africa.. 84 Ubuntu in business………………………………………………………
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