Abstract
During the pursuit of learnables in vocal master classes, masters frequently produce lengthy clusters of directives, while students and accompanists orient to early opportunities for putting directives into practice. Participants are therefore faced with a continuous necessity to negotiate whether a directive is to be put into practice “now” or “not now.” Accompanists typically initiate musical (re)performances and are therefore the first to respond to a master's instruction completion, often preempting it early on in a master's potentially final turn constructional unit. Master class participants have to coordinate two action types: masters orient to giving instructions through talk; students and pianists orient primarily to restarting the musical performance.
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