Assessments in Transition: Coordinating Participation Framework Transition in Institutional Settings

Research output: Chapter in Book/Report/Conference proceedingChapter

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Publication details

Title of host publicationEmbodied Activities in Face-to-face and Mediated Settings: Social En- counters in Time and Space
DateAccepted/In press - 2018
PublisherPalgrave Macmillan
EditorsElisabeth Reber, Nele Gerhardt
Original languageEnglish

Abstract

This chapter explores the notion of the interactional project (Robinson 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 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.

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