Reed, Darren James orcid.org/0000-0001-9018-0145 (2024) Understanding performance responses:Instructional transitions in musical masterclasses. Discourse Studies. ISSN 1461-4456
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.
Metadata
Item Type: | Article |
---|---|
Authors/Creators: |
|
Copyright, Publisher and Additional Information: | © The Author(s) 2023 |
Dates: |
|
Institution: | The University of York |
Academic Units: | The University of York > Faculty of Social Sciences (York) > Sociology (York) |
Depositing User: | Pure (York) |
Date Deposited: | 12 Jan 2024 09:30 |
Last Modified: | 21 Jan 2025 18:11 |
Published Version: | https://doi.org/10.1177/14614456231205801 |
Status: | Published online |
Refereed: | Yes |
Identification Number: | 10.1177/14614456231205801 |
Open Archives Initiative ID (OAI ID): | oai:eprints.whiterose.ac.uk:207513 |
Download
Filename: DIS1205801.pdf
Description: Understanding performance responses: Instructional transitions in musical masterclasses
Licence: CC-BY 2.5