Difference between revisions of "Reed-Szczepek2014"
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| + | |Abstract=In music masterclasses instruction is delivered in response to successive learners’ | ||
| + | performances, with masters having no recourse to lesson plans or other prepared mate- | ||
| + | rials. As a result, topics emerge discursively and spontaneously through interaction. In | ||
| + | this paper we describe four ways in which masters develop matters for improvement | ||
| + | (learnables). Masters may present learnables as being based on master expertise; on | ||
| + | masters’ direct displayed experience of the student’s performance; on the elicited | ||
| + | direct experience of the student-performer; or on the elicited direct experience of the | ||
| + | audience. By using a conversation analytic approach, we detail the emergence of | ||
| + | learnables in five recorded instances. | ||
}} | }} | ||
Revision as of 10:04, 11 March 2015
| Reed-Szczepek2014 | |
|---|---|
| BibType | ARTICLE |
| Key | Reed-Szczepek2014 |
| Author(s) | Darren Reed, Beatrice Szczepek Reed |
| Title | The emergence of learnables in music masterclasses |
| Editor(s) | |
| Tag(s) | EMCA, Learning, Music, conversation analysis, institutional interaction, music pedagogy |
| Publisher | |
| Year | 2014 |
| Language | |
| City | |
| Month | |
| Journal | Social Semiotics |
| Volume | 24 |
| Number | 4 |
| Pages | 446-467 |
| URL | |
| DOI | |
| ISBN | |
| Organization | |
| Institution | |
| School | |
| Type | |
| Edition | |
| Series | |
| Howpublished | |
| Book title | |
| Chapter | |
Abstract
In music masterclasses instruction is delivered in response to successive learners’ performances, with masters having no recourse to lesson plans or other prepared mate- rials. As a result, topics emerge discursively and spontaneously through interaction. In this paper we describe four ways in which masters develop matters for improvement (learnables). Masters may present learnables as being based on master expertise; on masters’ direct displayed experience of the student’s performance; on the elicited direct experience of the student-performer; or on the elicited direct experience of the audience. By using a conversation analytic approach, we detail the emergence of learnables in five recorded instances.
Notes
