Article2014

The emergence of learnables in music masterclasses

30 citations0/0 files storedSocial Semiotics

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Diverse Music Education Insights Language, Discourse, Communication Strategies Innovative Education and Learning Practices

Abstract

In music masterclasses instruction is delivered in response to successive learners' performances, with masters having no recourse to lesson plans or other prepared materials. As a result, topics emerge discursively and spontaneously through interaction. In this paper we describe four ways in which masters develop matters for improvement (learnables). Masters may present learnables as being based on master expertise; on masters' direct displayed experience of the student's performance; on the elicited direct experience of the student-performer; or on the elicited direct experience of the audience. By using a conversation analytic approach, we detail the emergence of learnables in five recorded instances.

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References

1974A simplest systematics for the organization of turn-taking for conversation 2007Sequence Organization in Interaction 1985Structures of Social Action 1985Agreeing and disagreeing with assessments: some features of preferred/dispreferred turn shapes 1987Discourse Markers 1979Everyday Language: Studies in Ethnomethodology 1981Conversational Organization: Interaction Between Speakers and Hearers 2014Embodied Interaction: Language And Body In The Material World

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2021Vocalizations in dance classes teach body knowledge 2021Instructing embodied knowledge: multimodal approaches to interactive practices for knowledge constitution 2014Correction sequences and semiotic resources in ensemble music workshops: the case of Conduction®2023On the Emergence of Routines: An Interactional Micro-history of Rehearsing a Scene 2021Singing and the body: body-focused and concept-focused vocal instruction 2019Touch and talk: detailing embodied experience in the music masterclass

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