What is it about?
A framework for studying teachers’ hand gestures in instrumental music pedagogy is proposed, focusing on teachers’ teaching behaviours as a context-dependent basis for understanding the meaning and functionality of their gestures.
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Why is it important?
The application of the Teacher Behaviour and Gesture framework across instrumental music pedagogical settings (one-to-one, small and large teaching groups and across singing, woodwind, brass, strings, and other pedagogical contexts) will bring understandings on the role of teachers’ gestures in their pedagogical interactions with students, with implications for student learning and instrumental music teachers’ teaching and education.
Perspectives
As an instrumental music teacher for the past twenty plus years, it was a great pleasure to develop this framework. The TBG framework expands and incorporates theoretical frameworks from a variety of different disciplines such as music psychology and education, psycholinguistics, gesture-led educational research, imitation, and observational motor-learning. While offering an approach for these seemingly disparate areas of knowledge to symbiotically contribute to the study of teachers’ hand gestures in instrumental music contexts, it combines them to achieve a more objective definition of terms and categories, particularly in relation to teachers’ teaching behaviours and their gestures. I hope that this work stimulates further research into the roles of gesture in instrumental music teaching and learning.
Lilian Simones
Queen's University Belfast
Read the Original
This page is a summary of: A framework for studying teachers’ hand gestures in instrumental and vocal music contexts, Musicae Scientiae, November 2017, SAGE Publications,
DOI: 10.1177/1029864917743089.
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