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In:Time in Embodied Interaction: Synchronicity and sequentiality of multimodal resources
Edited by Arnulf Deppermann and Jürgen Streeck
[Pragmatics & Beyond New Series 293] 2018
► pp. 203–230

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Chapter 6
Bodily shadowing

Learning to be an orchestral conductor

Published online: 13 September 2018
DOI logo with link
https://doi.org/10.1075/pbns.293.06sun
Abstract
In this chapter, I examine synchronous body movements made by an orchestral conducting teacher and students while engaging one another in an instructional interaction. This behavioral synchrony, which I refer to as bodily shadowing, provides participants with effective ways to learn and teach orchestral conducting skills. It is important for students to move their bodies as the teacher moves his because students learn forms of body movement that are situated in a specific temporal context. By analyzing the elements of the teacher’s behavior that are chosen for shadowing and how shadowing is initiated, I demonstrate the process by which participants communicate the correction. Additionally, I explain how bodily shadowing becomes a means to display understanding and a way of participating in an apprenticeship interaction.
Article outline
  • 1.Introduction
  • 2.Studies of instructional interactions
  • 3. Data and ethnographic background
  • 4.Organization of instruction with bodily shadowing
    • 4.1Learning a form
    • 4.2Learning a tempo
    • 4.3Learning to create a relevant space
  • 5. Bodily shadowing as a display of understanding
  • 6.Bodily shadowing as a display of participation
  • 7.Conclusion
  • Notes
  • Acknowledgement
  • References
References (40)
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