Difference between revisions of "Reed2019"
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{{BibEntry | {{BibEntry | ||
| − | |BibType= | + | |BibType=INCOLLECTION |
|Author(s)=Darren Reed | |Author(s)=Darren Reed | ||
|Title=Assessments in Transition: Coordinating Participation Framework Transitions in Institutional Settings | |Title=Assessments in Transition: Coordinating Participation Framework Transitions in Institutional Settings | ||
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|Chapter=9 | |Chapter=9 | ||
|Booktitle=Embodied Activities in Face-to-face and Mediated Settings: Social Encounters in Time and Space | |Booktitle=Embodied Activities in Face-to-face and Mediated Settings: Social Encounters in Time and Space | ||
| − | |Pages=299- | + | |Pages=299-326 |
|URL=https://link.springer.com/chapter/10.1007%2F978-3-319-97325-8_9 | |URL=https://link.springer.com/chapter/10.1007%2F978-3-319-97325-8_9 | ||
|DOI=https://doi.org/10.1007/978-3-319-97325-8_9 | |DOI=https://doi.org/10.1007/978-3-319-97325-8_9 | ||
|Abstract=This chapter explores the notion of the interactional project (Robinson in Health Communication 15:27–59, 2003) as a series of component activities. The setting investigated is the music masterclass, a form of music coaching that involves a professional, single or multiple pupils, an audience, and sometimes an accompanist. Music masterclasses shift between two participation frameworks: the first oriented to the accomplishment of performance, the second to instruction-in-interaction. Each is characterised by attendant participation rights and responsibilities. The chapter will detail the overall structural organization (Robinson in The handbook of conversation analysis. Wiley-Blackwell, Oxford, 257–280, 2012) by presenting the component parts of the masterclass and will undertake a conversation analytic investigation of how participants manage transitions between the two participation frameworks, with a particular focus on the move between initial performance and instruction. | |Abstract=This chapter explores the notion of the interactional project (Robinson in Health Communication 15:27–59, 2003) as a series of component activities. The setting investigated is the music masterclass, a form of music coaching that involves a professional, single or multiple pupils, an audience, and sometimes an accompanist. Music masterclasses shift between two participation frameworks: the first oriented to the accomplishment of performance, the second to instruction-in-interaction. Each is characterised by attendant participation rights and responsibilities. The chapter will detail the overall structural organization (Robinson in The handbook of conversation analysis. Wiley-Blackwell, Oxford, 257–280, 2012) by presenting the component parts of the masterclass and will undertake a conversation analytic investigation of how participants manage transitions between the two participation frameworks, with a particular focus on the move between initial performance and instruction. | ||
}} | }} | ||
Revision as of 10:23, 19 January 2019
| Reed2019 | |
|---|---|
| BibType | INCOLLECTION |
| Key | Reed2019 |
| Author(s) | Darren Reed |
| Title | Assessments in Transition: Coordinating Participation Framework Transitions in Institutional Settings |
| Editor(s) | Elisabeth Reber, Cornelia Gerhardt |
| Tag(s) | EMCA, Assessments, Participation frameworks, Overall Structural Organization, Interactional transition |
| Publisher | |
| Year | 2019 |
| Language | English |
| City | |
| Month | |
| Journal | |
| Volume | |
| Number | |
| Pages | 299-326 |
| URL | Link |
| DOI | https://doi.org/10.1007/978-3-319-97325-8_9 |
| ISBN | |
| Organization | |
| Institution | |
| School | |
| Type | |
| Edition | |
| Series | |
| Howpublished | |
| Book title | Embodied Activities in Face-to-face and Mediated Settings: Social Encounters in Time and Space |
| Chapter | 9 |
Abstract
This chapter explores the notion of the interactional project (Robinson in Health Communication 15:27–59, 2003) as a series of component activities. The setting investigated is the music masterclass, a form of music coaching that involves a professional, single or multiple pupils, an audience, and sometimes an accompanist. Music masterclasses shift between two participation frameworks: the first oriented to the accomplishment of performance, the second to instruction-in-interaction. Each is characterised by attendant participation rights and responsibilities. The chapter will detail the overall structural organization (Robinson in The handbook of conversation analysis. Wiley-Blackwell, Oxford, 257–280, 2012) by presenting the component parts of the masterclass and will undertake a conversation analytic investigation of how participants manage transitions between the two participation frameworks, with a particular focus on the move between initial performance and instruction.
Notes
