Difference between revisions of "Nishizaka2006"
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{{BibEntry | {{BibEntry | ||
|BibType=ARTICLE | |BibType=ARTICLE | ||
| − | |Author(s)=Aug Nishizaka; | + | |Author(s)=Aug Nishizaka; |
| − | |Title=What to | + | |Title=What to learn: the embodied structure of the environment |
| − | |Tag(s)=EMCA; Action environments; Music pedagogy; Music; | + | |Tag(s)=EMCA; Action environments; Music pedagogy; Music; |
|Key=Nishizaka2006 | |Key=Nishizaka2006 | ||
|Year=2006 | |Year=2006 | ||
| Line 10: | Line 10: | ||
|Volume=39 | |Volume=39 | ||
|Number=2 | |Number=2 | ||
| − | |Pages= | + | |Pages=119–154 |
| − | |URL= | + | |URL=https://www.tandfonline.com/doi/abs/10.1207/s15327973rlsi3902_1 |
|DOI=10.1207/s15327973rlsi3902_1 | |DOI=10.1207/s15327973rlsi3902_1 | ||
|Abstract=The purpose of this article is to demonstrate, through the detailed analysis of videotaped violin lessons, that when one learns something, one learns a restructuring of the world. The issues I address in this article include how the restructuring of the environment is accomplished in the actual course of instruction giving, how this restructuring of the environment is intersected with the organization of participation in interaction, and how performance after the instruction is organized to display sensitivity to the achieved structure of the environment such that the teacher can refer to this sensitivity in her evaluation of the performance. In conclusion, I explicate how this study can contribute to further research on learning. | |Abstract=The purpose of this article is to demonstrate, through the detailed analysis of videotaped violin lessons, that when one learns something, one learns a restructuring of the world. The issues I address in this article include how the restructuring of the environment is accomplished in the actual course of instruction giving, how this restructuring of the environment is intersected with the organization of participation in interaction, and how performance after the instruction is organized to display sensitivity to the achieved structure of the environment such that the teacher can refer to this sensitivity in her evaluation of the performance. In conclusion, I explicate how this study can contribute to further research on learning. | ||
}} | }} | ||
Latest revision as of 08:28, 13 November 2019
| Nishizaka2006 | |
|---|---|
| BibType | ARTICLE |
| Key | Nishizaka2006 |
| Author(s) | Aug Nishizaka |
| Title | What to learn: the embodied structure of the environment |
| Editor(s) | |
| Tag(s) | EMCA, Action environments, Music pedagogy, Music |
| Publisher | |
| Year | 2006 |
| Language | English |
| City | |
| Month | |
| Journal | Research on Language and Social Interaction |
| Volume | 39 |
| Number | 2 |
| Pages | 119–154 |
| URL | Link |
| DOI | 10.1207/s15327973rlsi3902_1 |
| ISBN | |
| Organization | |
| Institution | |
| School | |
| Type | |
| Edition | |
| Series | |
| Howpublished | |
| Book title | |
| Chapter | |
Abstract
The purpose of this article is to demonstrate, through the detailed analysis of videotaped violin lessons, that when one learns something, one learns a restructuring of the world. The issues I address in this article include how the restructuring of the environment is accomplished in the actual course of instruction giving, how this restructuring of the environment is intersected with the organization of participation in interaction, and how performance after the instruction is organized to display sensitivity to the achieved structure of the environment such that the teacher can refer to this sensitivity in her evaluation of the performance. In conclusion, I explicate how this study can contribute to further research on learning.
Notes
