Abstract
This paper offers a new analytical perspective by using concepts and methods from discourse analysis to examine the practice of actor coaching. As part of an ethnographic study, the paper focuses on the coaching practice of an experienced acting instructor during a university-level acting class in the United States. Whereas the acting instructor described his coaching practice as unrehearsed and extemporaneous, discourse analysis revealed repeated talk moves embedded in his coaching ‒ conceptualised here as technical directives, reflections, rule recounts, and eventcasts. The instructor’s talk moves were epistemic tools that organised his coaching by extending participatory pathways to mediate performance learning. The paper concludes by suggesting that discourse analysis offers a useful way for acting coaches to reflect on, and potentially refine, the repertoires of talk moves that propel actor coaching.
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