Difference between revisions of "Reed2019"

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|BibType=INCOLLECTION
 
|BibType=INCOLLECTION
 
|Author(s)=Darren Reed
 
|Author(s)=Darren Reed
|Title=Assessments in Transition: Coordinating Participation Framework Transitions in Institutional Settings
+
|Title=Assessments in transition: coordinating participation framework transitions in institutional settings
 
|Editor(s)=Elisabeth Reber; Cornelia Gerhardt;
 
|Editor(s)=Elisabeth Reber; Cornelia Gerhardt;
 
|Tag(s)=EMCA; Assessments; Participation frameworks; Overall Structural Organization; Interactional transition
 
|Tag(s)=EMCA; Assessments; Participation frameworks; Overall Structural Organization; Interactional transition
 
|Key=Reed2019
 
|Key=Reed2019
 +
|Publisher=Palgrave Macmillan
 
|Year=2019
 
|Year=2019
 
|Language=English
 
|Language=English
 
|Chapter=9
 
|Chapter=9
 +
|Address=Cham
 
|Booktitle=Embodied Activities in Face-to-face and Mediated Settings: Social Encounters in Time and Space
 
|Booktitle=Embodied Activities in Face-to-face and Mediated Settings: Social Encounters in Time and Space
|Pages=299-326
+
|Pages=299–326
 
|URL=https://link.springer.com/chapter/10.1007%2F978-3-319-97325-8_9
 
|URL=https://link.springer.com/chapter/10.1007%2F978-3-319-97325-8_9
|DOI=https://doi.org/10.1007/978-3-319-97325-8_9
+
|DOI=10.1007/978-3-319-97325-8_9
 
|Abstract=This chapter explores the notion of the interactional project (Robinson in Health Communication 15:27–59, 2003) as a series of component activities. The setting investigated is the music masterclass, a form of music coaching that involves a professional, single or multiple pupils, an audience, and sometimes an accompanist. Music masterclasses shift between two participation frameworks: the first oriented to the accomplishment of performance, the second to instruction-in-interaction. Each is characterised by attendant participation rights and responsibilities. The chapter will detail the overall structural organization (Robinson in The handbook of conversation analysis. Wiley-Blackwell, Oxford, 257–280, 2012) by presenting the component parts of the masterclass and will undertake a conversation analytic investigation of how participants manage transitions between the two participation frameworks, with a particular focus on the move between initial performance and instruction.
 
|Abstract=This chapter explores the notion of the interactional project (Robinson in Health Communication 15:27–59, 2003) as a series of component activities. The setting investigated is the music masterclass, a form of music coaching that involves a professional, single or multiple pupils, an audience, and sometimes an accompanist. Music masterclasses shift between two participation frameworks: the first oriented to the accomplishment of performance, the second to instruction-in-interaction. Each is characterised by attendant participation rights and responsibilities. The chapter will detail the overall structural organization (Robinson in The handbook of conversation analysis. Wiley-Blackwell, Oxford, 257–280, 2012) by presenting the component parts of the masterclass and will undertake a conversation analytic investigation of how participants manage transitions between the two participation frameworks, with a particular focus on the move between initial performance and instruction.
 
}}
 
}}

Latest revision as of 08:50, 16 January 2020

Reed2019
BibType INCOLLECTION
Key Reed2019
Author(s) Darren Reed
Title Assessments in transition: coordinating participation framework transitions in institutional settings
Editor(s) Elisabeth Reber, Cornelia Gerhardt
Tag(s) EMCA, Assessments, Participation frameworks, Overall Structural Organization, Interactional transition
Publisher Palgrave Macmillan
Year 2019
Language English
City Cham
Month
Journal
Volume
Number
Pages 299–326
URL Link
DOI 10.1007/978-3-319-97325-8_9
ISBN
Organization
Institution
School
Type
Edition
Series
Howpublished
Book title Embodied Activities in Face-to-face and Mediated Settings: Social Encounters in Time and Space
Chapter 9

Download BibTex

Abstract

This chapter explores the notion of the interactional project (Robinson in Health Communication 15:27–59, 2003) as a series of component activities. The setting investigated is the music masterclass, a form of music coaching that involves a professional, single or multiple pupils, an audience, and sometimes an accompanist. Music masterclasses shift between two participation frameworks: the first oriented to the accomplishment of performance, the second to instruction-in-interaction. Each is characterised by attendant participation rights and responsibilities. The chapter will detail the overall structural organization (Robinson in The handbook of conversation analysis. Wiley-Blackwell, Oxford, 257–280, 2012) by presenting the component parts of the masterclass and will undertake a conversation analytic investigation of how participants manage transitions between the two participation frameworks, with a particular focus on the move between initial performance and instruction.

Notes