Ivaldi2016

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Ivaldi2016
BibType ARTICLE
Key Ivaldi2016
Author(s) Antonia Ivaldi
Title Students’ and teachers’ orientation to learning and performing in music conservatoire lesson interactions
Editor(s)
Tag(s) Music, Multimodality, EMCA, Pedagogy
Publisher
Year 2016
Language English
City
Month
Journal Psychology of Music
Volume 44
Number 2
Pages 202–218
URL Link
DOI 10.1177/0305735614562226
ISBN
Organization
Institution
School
Type
Edition
Series
Howpublished
Book title
Chapter

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Abstract

Research on interactions between teachers and students in music lessons has documented a complex interplay of talk, vocalizations and visual demonstrations. This study employed conversation analysis to explore these multimodal features in order to identify some of the pedagogical practices evident within lesson interaction. Specifically, the aim was to examine how conservatoire students and teachers orientate to both learning and performing within the lesson. Video recordings of 18 one-to-one lessons lasting between 50 mins and 2 hours were analysed. Findings suggest that students demonstrate when they are doing learning versus doing performing through the use of restarts, pauses and apologies in their talk and playing, thus indicating to the teacher which version they would like the teacher to hear for assessment and feedback, and which to ignore. The study highlights how conversation analysis, firstly, enables educators to understand how music performance itself is played out like conversation, mapping key speech devices found in talk onto the multimodal features that are evident in playing. Secondly, how talk and embodied actions inform the study of pedagogical music interaction, demonstrating that, in order to understand and interpret the instruction meaningfully, each component must be studied in context with each other, rather than in isolation.

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