Reed2019
| 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 |
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| Pages | 299–326 |
| URL | Link |
| DOI | 10.1007/978-3-319-97325-8_9 |
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| Howpublished | |
| Book title | Embodied Activities in Face-to-face and Mediated Settings: Social Encounters in Time and Space |
| Chapter | 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.
Notes
