Abstract
Demonstrations are a central resource for instructing body knowledge. They allow instructors to provide learners with a structured perceptual access to the performance of an activity. The present paper considers demonstrations as inherently social activities, in which not only the instructor but also the learners may participate. A particular form of co-participation is that learners synchronize their own bodily actions with the demonstration of the instructor. The paper examines two practices of synchronization in demonstrations. In emergent synchronizations the instructor invites the student(s) to synchronize, rather than request them to do so. In orchestrated synchronizations teachers actively pursue the students’ bodily synchronization. The two practices are typically used for different instructional purposes. While emergent synchronizations are typically used in corrective instructions, orchestrated synchronizations are typically used to instruct new knowledge. Based on a large corpus of instructions in dancing Argentine Tango, the paper uses multimodal interaction analysis to characterize both practices regarding their interactional organization, their functional properties and the resources used by the participants to establish synchronization.
Funding source: Ministry of Science, Research and the Arts of Baden-Württemberg
Award Identifier / Grant number: Research Seed Capital – RiSC 2017
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Supplementary Material
The online version of this article offers supplementary material (https://doi.org/10.1515/lingvan-2020-0038).
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Articles in the same Issue
- Frontmatter
- Research Articles
- Instructing embodied knowledge: multimodal approaches to interactive practices for knowledge constitution
- Singing and the body: body-focused and concept-focused vocal instruction
- In other gestures: Multimodal iteration in cello master classes
- Vocalizations in dance classes teach body knowledge
- Synchronization in demonstrations. Multimodal practices for instructing body knowledge
- Situating embodied action plans: pre-enacting and planning actions within knowledge communication in sports training
- Taking the trumpet up there: enactment of embodied high pitch in a multimodal body schema
- Monitoring and evaluating body knowledge: metaphors and metonymies of body position in children’s music instrument instruction
- Situating embodied instruction – proxemics and body knowledge
- The social construction of embodied experiences: two types of discoveries in the science centre
Articles in the same Issue
- Frontmatter
- Research Articles
- Instructing embodied knowledge: multimodal approaches to interactive practices for knowledge constitution
- Singing and the body: body-focused and concept-focused vocal instruction
- In other gestures: Multimodal iteration in cello master classes
- Vocalizations in dance classes teach body knowledge
- Synchronization in demonstrations. Multimodal practices for instructing body knowledge
- Situating embodied action plans: pre-enacting and planning actions within knowledge communication in sports training
- Taking the trumpet up there: enactment of embodied high pitch in a multimodal body schema
- Monitoring and evaluating body knowledge: metaphors and metonymies of body position in children’s music instrument instruction
- Situating embodied instruction – proxemics and body knowledge
- The social construction of embodied experiences: two types of discoveries in the science centre