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Instructions are designed to achieve a predetermined result, especially in instrumental work contexts or teaching and learning settings. In creative settings, however, there is often no clearly defined learning content. On the contrary, the end product and the path to it are deliberately kept open to enable creativity. Yet, instructions make up a large part of the actions in creative settings as well. We analyze two typical cases from theater rehearsals, showing how instructions in creative settings can produce something new. Directors give rather open initial instructions, which have to be developed by actors. Instructed actions are worked out by the actors on their own initiative. Directors, in turn, select aspects of the actors’ performance that was not previously instructed and make it obligatory for future acting. Our study examines how instructions elicit actions on which next instructions build upon. The study draws on a corpus of 800 hours of video-recorded theater rehearsals.
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