The emergence of learnables in music masterclasses

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In music masterclasses instruction is delivered in response to successive learners' performances, with masters having no recourse to lesson plans or other prepared materials. 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.
Original languageEnglish
Pages (from-to)446-467
Number of pages22
JournalSocial Semiotics
Issue number4
Publication statusPublished - Jul 2014


  • Conversation analysis
  • Institutional interaction
  • Music pedagogy

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