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Abstract

French

Eleven brass and guitar lessons in Sweden were videotaped, transcribed, and analyzed to investigate how teachers and students used speech, music, and body language; to what they focused their attention during the lessons; and how this affected student learning. A detailed description of each lesson was analyzed using cognitive concepts of experiencing and learning music, as well as concepts of educational genres of speech and music use. Five hours of video of 4 teachers and 21 students were minutely described and analyzed. The results of the study reflect how music during the lessons was broken down into separate note symbols as read from the score, rather than the expected musical phrases, rhythms and melodies. Surprisingly, expressive qualities of performing music were not addressed at all. The teacher controlled the interaction, while student attempts to take any initiative were ignored or questioned in a manner that was not anticipated.

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A Study of Interaction and Learning in Instrumental Teaching

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