Understanding performance responses: Instructional transitions in musical masterclasses

Darren James Reed

doi:10.1177/14614456231205801

Understanding performance responses: Instructional transitions in musical masterclasses

Darren James Reed

Sociology

Research output: Contribution to journal › Article › peer-review

Abstract

This paper extends analysis of the ‘assessment receipt’ to include talk and embodied interaction during ‘performance responses’ in music masterclass interactions. By grounding the analysis in questions of performance completion and audience applause onset, it details the utility of variously position assessment tokens, during performance, before applause, during applause and after applause. These different verbal assessment positions afford, in different ways, instructional interaction by situating the instructor as next relevant speaker. They also help coordinate performance completions and audience applause onset. The paper also identifies the ‘receipt assessment’, which reverses the component ordering of the earlier phenomenon. The paper is relevant to those studying performance as interaction and extends and deepens the growing insights into musical instructional settings.

Original language	English
Number of pages	29
Journal	Discourse Studies
Early online date	18 Jan 2024
DOIs	https://doi.org/10.1177/14614456231205801
Publication status	E-pub ahead of print - 18 Jan 2024

Bibliographical note

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10.1177/14614456231205801Licence: CC BY

Understanding performance responses: Instructional transitions in musical masterclasses
© The Author(s) 2023
Final published version, 3.12 MBLicence: CC BY

Cite this

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