Situating embodied instruction – proxemics and body knowledge
-
Darren James Reed
Abstract
In various ways the movement and experience of the body is instructed by others. This may be in the dance class or on the playing field. In these interactions, one person claims knowledge of the other’s body and rights to instruct how that body functions, moves, and feels. By undertaking a close analysis of embodied and spoken interaction within performance training sessions from a multimodal conversation analytic perspective, this paper will identify one kind of broad sequential trajectory – from intimate contact to public display - that shows how an instructor claims rights over the internal workings of another’s body by traversing different levels of proximity and sensorial modalities.
Transcription notation
The transcription notation and system used is adapted from Jefferson and Heath. It replaces numerical pauses lengths with a graphical representation so as to allow for clear description of the actions that occur simultaneously with verbal pauses. Graphical notation of an action (as opposed to descriptive notation) is positioned in line with the verbal utterance line, while a descriptive gloss is offered in the right-justified double parentheses relating to that notation. Embodied actions are indicated by the indentation of identifiers by one space, and line numbers are attributed to the verbal utterances only, so as to underline the simultaneous nature of the verbal and embodied actions.
| ∼∼∼ | action, aligned with vocal utterance |
| _____ | ‘held’ action (such as touch) |
| | | timing point, relating to aligned point in verbal and action line |
| [ | verbal overlap |
| (-----) | pause, length indicated in tenths of a second |
| ● | image capture point |
References
Blumer, Herbert. 1954. What is wrong with social theory? American Sociological Review 19. 3–10. https://doi.org/10.2307/2088165.Suche in Google Scholar
Bourdieu, Pierre. 1977. Outline of a theory of practice. Cambridge: Cambridge University Press.10.1017/CBO9780511812507Suche in Google Scholar
Cekaite, Asta. 2016. Touch as social control: Haptic organization of attention in adult–child interactions. Journal of Pragmatics 92. 30–42. https://doi.org/10.1016/j.pragma.2015.11.003.Suche in Google Scholar
Craven, Alexandra & Jonathan Potter. 2010. Directives: Entitlement and contingency in action. Discourse Studies 12(4). 419–442. https://doi.org/10.1177/1461445610370126.Suche in Google Scholar
Garfinkel, Harold. 1952. The perception of the other: A study in social order. Cambridge, Mass.: Harvard University PhD dissertation.Suche in Google Scholar
Goffman, Erving. 1971. Relations in public: Microstudies of the public order. London, UK: Allen Lane The Penguin Press.Suche in Google Scholar
Goodwin, Charles. 2000. Action and embodiment within situated human interaction. Journal of Pragmatics 32. 1489–1522. https://doi.org/10.1016/s0378-2166(99)00096-x.Suche in Google Scholar
Goodwin, Marjorie. 2017. Haptic sociality. The embodied interactive construction of intimacy through touch. In Christian Meyer, Jürgen Streeck & J. Scott Jordan (eds.), Intercorporeality: Emerging socialities in interaction, 73–102. Oxford, UK: Oxford University Press.Suche in Google Scholar
Goodwin, Marjorie & Asta Cekaite. 2014. Orchestrating directive trajectories in communicative projects in family interaction. In Paul Drew & Elisabeth Couper-Kuhlen (eds.), Requesting in social interaction, 185–214. Amsterdam: John Benjamins.10.1075/slsi.26.08gooSuche in Google Scholar
Hall, Edward T. 1966. The hidden dimension. Garden City, N.Y.: Doubleday.Suche in Google Scholar
Hall, Edward T. 1968. Proxemics. Current Anthropology 9(2/3). 83–108. https://doi.org/10.1086/200975.Suche in Google Scholar
Heath, Christian, Jonathan Hindmarsh & Paul Luff. 2010. Video in qualitative research: Analysing social interaction in everyday life. London, UK: Sage Publications Ltd.10.4135/9781526435385Suche in Google Scholar
Heritage, John. 2011. Territories of knowledge, territories of experience: Empathic moments in interaction. In Tanya Stivers, Lorenza Mondada & Jakob Steensig (eds.), The morality of knowledge in conversation, 159–183. Cambridge: Cambridge University Press.10.1017/CBO9780511921674.008Suche in Google Scholar
Heritage, John. 2012. Epistemics in action: Action formation and territories of knowledge. Research on Language and Social Interaction 45(1). 1–29. https://doi.org/10.1080/08351813.2012.646684.Suche in Google Scholar
Iwasaki, Shimako. 2009. Initiating interactive turn spaces in Japanese conversation: Local projection and collaborative action. Discourse Processes 46(2–3). 226–246. https://doi.org/10.1080/01638530902728918.Suche in Google Scholar
Keevallik, Leelo. 2013. The interdependence of bodily demonstrations and clausal syntax. Research on Language and Social Interaction 46(1). 1–21. https://doi.org/10.1080/08351813.2013.753710.Suche in Google Scholar
Kendon, Adam. 1990. Conducting interaction: Patterns of behavior in focused encounters. Cambridge, UK: Cambridge University Press.Suche in Google Scholar
Margutti, Piera & Paul Drew. 2014. Positive evaluation of student answers in classroom instruction. Language and Education 28(5). 436–458. https://doi.org/10.1080/09500782.2014.898650.Suche in Google Scholar
Mehan, Hugh. 1978. Structuring school structure. Harvard Educational Review 48(1). 32–64. https://doi.org/10.17763/haer.48.1.208101354lw53713.Suche in Google Scholar
Meyer, Christian, Jürgen Streeck & J. Scott Jordan (eds.). 2017 Intercorporeality: Emerging socialities in interaction. Oxford: Oxford University Press.10.1093/acprof:oso/9780190210465.001.0001Suche in Google Scholar
Mondada, Lorenza. 2016. Challenges of multimodality: Language and the body in social interaction. Journal of Sociolinguistics 20(3). 336–366. https://doi.org/10.1111/josl.1_12177.Suche in Google Scholar
Mondada, Lorenza. 2019. Contemporary issues in conversation analysis: Embodiment and materiality, multimodality and multisensoriality in social interaction. Journal of Pragmatics 145. 47–62. https://doi.org/10.1016/j.pragma.2019.01.016.Suche in Google Scholar
Nishizaka, Aug & Masafumi Sunaga. 2015. Conversing while massaging: Multidimensional asymmetries of multiple activities in interaction. Research on Language and Social Interaction 48(2). 200–229. https://doi.org/10.1080/08351813.2015.1025506.Suche in Google Scholar
Reed, Darren J. 2019. Touch and talk: Detailing embodied experience in the music masterclass. Social Semiotics 30(5). 625–645. https://doi.org/10.1080/10350330.2019.1631431.Suche in Google Scholar
Reed, Darren J. & Beatrice Szczepek Reed. 2014. The emergence of learnables in music masterclasses. Social Semiotics 24(4). 446–467. https://doi.org/10.1080/10350330.2014.929391.Suche in Google Scholar
Reed, Darren J. & Robin Wooffitt. forthcoming. Embodiment, relationality and epistemics: Observations from Alexander Technique training in music master classes. Sociology, Forthcoming.Suche in Google Scholar
Robinson, Jeffrey D. 2003. An interactional structure of medical activities during acute visits and its implications for patients’ participation. Health Communication 15(1). 27–59. https://doi.org/10.1207/s15327027hc1501_2.Suche in Google Scholar
Sheets-Johnstone, Maxine. 2009. The corporeal turn: An interdisciplinary reader. Exeter, UK: Imprint Academic.Suche in Google Scholar
Sheets-Johnstone, Maxine. 2018. Why kinesthesia, tactility and affectivity matter: Critical and constructive perspectives. Body & Society 24(4). 3–31. https://doi.org/10.1177/1357034x18780982.Suche in Google Scholar
Shilling, Chris. 2017. Body pedagogics: Embodiment, cognition and cultural transmission. Sociology 51(6). 1205–1221. https://doi.org/10.1177/0038038516641868.Suche in Google Scholar
Sinclair, John McHardy & Malcolm Coulthard. 1975. Towards an analysis of discourse: The English used by teachers and pupils. Oxford: Oxford University Press.Suche in Google Scholar
Stivers, Tanya, Lorenza Mondada & Jakob Steensig. 2011. Knowledge, morality and affiliation in social interaction. In Tanya Stivers, Lorenza Mondada & Jakob Steensig (eds.), The morality of knowledge in conversation, 3–24. Cambridge: Cambridge University Press.10.1017/CBO9780511921674.002Suche in Google Scholar
Streeck, Jürgen, Charles Goodwin & LeBaron Curtis. 2013. Embodied interaction in the material world: An introduction. In Jürgen Streeck, Charles Goodwin & Curtis LeBaron (eds.), Embodied interaction: Language and body in the material world, 1–28. New York: Cambridge University Press.Suche in Google Scholar
Szczepek Reed, Beatric, Darren J. Reed & Liz Haddon. 2013. NOW or NOT NOW: Coordinating restarts in vocal masterclasses. Research on Language and Social Interaction 46(1). 2–46. https://doi.org/10.1080/08351813.2013.753714.Suche in Google Scholar
Tarr, Jen. 2008. Habit and conscious control: Ethnography and embodiment in the Alexander technique. Ethnography 9(4). 477–497. https://doi.org/10.1177/1466138108096988.Suche in Google Scholar
Valentine, Elizabeth. 2004. Alexander technique. In Aaron Williamson (ed.), Musical excellence: Strategies and techniques to enhance performance, 179–196. Oxford: Oxford University Press.Suche in Google Scholar
Wood, Karen. 2016. Kinesthetic empathy: Conditions for viewing. In Douglas Rosenberg (ed.), The Oxford handbook of screen dance studies, Vol. 1, 245–262. Oxford: Oxford University Press.10.1093/oxfordhb/9780199981601.013.12Suche in Google Scholar
© 2021 Walter de Gruyter GmbH, Berlin/Boston
Artikel in diesem Heft
- 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
Artikel in diesem Heft
- 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
