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Chapter 6. Bodily shadowing

Learning to be an orchestral conductor
  • Chiho Sunakawa
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Time in Embodied Interaction
This chapter is in the book Time in Embodied Interaction

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.

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.

Chapters in this book

  1. Prelim pages i
  2. Table of contents v
  3. The body in interaction 1
  4. Chapter 1. Forward-looking 31
  5. Chapter 2. Suspending talk 69
  6. Chapter 3. The temporal organization of conversation while mucking out a sheep stable 97
  7. Chapter 4. Revisiting delayed completions 123
  8. Chapter 5. Questions on the move 161
  9. Chapter 6. Bodily shadowing 203
  10. Chapter 7. Prefiguring the future 231
  11. Chapter 8. Embodiment of activity progress 261
  12. Chapter 9. Changes in turn-design over interactional histories – the case of instructions in driving school lessons 293
  13. Chapter 10. Times of rest 325
  14. Index 351
https://doi.org/10.1075/pbns.293.06sun

Chapters in this book

  1. Prelim pages i
  2. Table of contents v
  3. The body in interaction 1
  4. Chapter 1. Forward-looking 31
  5. Chapter 2. Suspending talk 69
  6. Chapter 3. The temporal organization of conversation while mucking out a sheep stable 97
  7. Chapter 4. Revisiting delayed completions 123
  8. Chapter 5. Questions on the move 161
  9. Chapter 6. Bodily shadowing 203
  10. Chapter 7. Prefiguring the future 231
  11. Chapter 8. Embodiment of activity progress 261
  12. Chapter 9. Changes in turn-design over interactional histories – the case of instructions in driving school lessons 293
  13. Chapter 10. Times of rest 325
  14. Index 351
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