The emergence of learnables in music masterclasses

TY - JOUR

T1 - The emergence of learnables in music masterclasses

AU - Reed, Darren James

AU - Szczepek Reed, Beatrice Barbara

PY - 2014/7

Y1 - 2014/7

N2 - 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.

AB - 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.

KW - Conversation analysis

KW - Institutional interaction

KW - Music pedagogy

U2 - 10.1080/10350330.2014.929391

DO - 10.1080/10350330.2014.929391

M3 - Article

VL - 24

SP - 446

EP - 467

JO - Social Semiotics

JF - Social Semiotics

IS - 4

ER -