2018
DOI: 10.1075/pbns.293.06sun
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Bodily shadowing

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 ele… Show more

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Cited by 6 publications
(2 citation statements)
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“…(Goffman, 1981) as well as song as an interactional practice (Frick, 2013;Stevanovic & Frick, 2014) also relate to iconicity in interaction. (2020), Ivaldi (2016), Jokipohja & Lilja (2022), 20 Bodily shadowing refers to a specific practice whereby a demonstration by a conductor teacher is directly adopted by his students in a quasi-simultaneous manner (Sunakawa, 2018;cf. Ehmer, 2021).…”
Section: Iconic Phenomena In Interactionmentioning
confidence: 99%
See 1 more Smart Citation
“…(Goffman, 1981) as well as song as an interactional practice (Frick, 2013;Stevanovic & Frick, 2014) also relate to iconicity in interaction. (2020), Ivaldi (2016), Jokipohja & Lilja (2022), 20 Bodily shadowing refers to a specific practice whereby a demonstration by a conductor teacher is directly adopted by his students in a quasi-simultaneous manner (Sunakawa, 2018;cf. Ehmer, 2021).…”
Section: Iconic Phenomena In Interactionmentioning
confidence: 99%
“…In instructional settings, depictions serve to demonstrate that which is taught, either by serving as models that the learners can directly copy with their bodies (cf. Ehmer, 2021;Sunakawa, 2018), or by functioning as metaphors that aim to deduce certain behavioural qualities (cf. Szczepek Reed, 2021).…”
Section: Interactional Functions Of Depictionsmentioning
confidence: 99%