Understanding the Meaningfulness of Vocal and Instrumental Music Teachers' Hand Gestures Through the Teacher Behavior and Gesture Framework

Simones, Lilian (2019). Understanding the Meaningfulness of Vocal and Instrumental Music Teachers' Hand Gestures Through the Teacher Behavior and Gesture Framework. Frontiers in Education, 4, article no. 141.

DOI: https://doi.org/10.3389/feduc.2019.00141

Abstract

This article considers the usefulness of the recently proposed “Teacher Behavior 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 contextualized within specific teaching behaviors. By considering teachers' teaching behaviors, it is possible to realize 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.

Viewing alternatives

Download history

Metrics

Public Attention

Altmetrics from Altmetric

Number of Citations

Citations from Dimensions

Item Actions

Export

About