Abstract
This article considers the usefulness of the recently proposed ‘Teacher Behaviour and Gesture (TBG) framework’ for understanding the meaningfulness of teachers’ hand gestures from an Enactive Cognition perspective (wherein cognition is fundamentally considered as embodied, embedded, enactive and extended). The framework is based on the main premise that gestures are part of an integral musical communicational process, fully integrated with speech and/or music-making and contextualised within specific teaching behaviours. By considering teachers’ teaching behaviours, it is possible to realise teachers’ pedagogical intentions. This, in turn, enables deeper understandings on teachers’ gestures from the points of view of meaning, function and purpose. Application of the TBG framework across instrumental and vocal music pedagogical contexts (one-to-one, small and large teaching groups) will bring relevant insights on developing practical scaffolding approaches, with direct implications on the quality of teaching and learning, for the benefit of both teachers and students.
Highlights
Speaking, gestures can be defined as being composed of movements that carry intentions and/or perceived meaning/s sensitive to the contexts in which they are used (McNeill, 1985; Leman and Godøy, 2010); and they can assume a multiplicity of forms, functions, and meanings depending on the context in which they occur (Leman and Godøy, 2010)
Conducted using the Teacher Behavior and Gesture (TBG) framework, this study provides an original contribution to literature in music psychology on the topic of scaffolding which has traditionally been studied in relation to verbal communicational channels (e.g., Wood et al, 1976; Saxe et al, 1984; Adachi, 1994; Kennell, 2002)
The TBG framework can help shed a light on the meaningfulness attached in the process from a point of view the meaningfulness of communication and musical co-creation involved in teaching and learning
Summary
Gestures can be defined as being composed of movements that carry intentions and/or perceived meaning/s sensitive to the contexts in which they are used (McNeill, 1985; Leman and Godøy, 2010); and they can assume a multiplicity of forms, functions, and meanings depending on the context in which they occur (Leman and Godøy, 2010). In vocal and instrumental music pedagogical contexts, teachers’ gestures linked to verbal language, musical communicational elements and embedded in specific teaching behaviors, are vehicles of expression and communication that contribute to the generation of new meanings in teaching and learning processes (Simones et al, 2015a, 2017). Software tools freely available from the internet for annotation purposes include Elan software (developed by the Institute of Psycholinguistics, Nijmegen (Netherlands): https:// tla.mpi.nl/tools/tla-tools/elan/; for an overview and tutorial see Lausberg and Sloetjes (2009) and Anvil software (available at http://www.anvil-software.org/) Both Elan and Anvil software are helpful at this level and can be used by researchers attempting to answer a variety of research questions in relation to the use of gesture in vocal and instrumental music teaching and learning, as they are designed for manual annotation and transcription of audio or video recorded material, using a tier-based model for inserting data. The TBG framework can help shed a light on the meaningfulness attached in the process from a point of view the meaningfulness of communication and musical co-creation involved in teaching and learning
Sign-in/Register to view highlights & summary Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
