Abstract Sam Duffy 7th November 2013

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Student-tutor organisation of interaction during one-to-one instrumental music lessons

In music performance the interaction between musicians, and with their audience, is often limited to non-verbal means so as not to intrude on the performance. Dialogue is not an intrinsic part of the performance in the same was as it is in, say, theatre or comedy. As a result less has been written about how musical contributions are organised conversationally. However there are other activities where music is an important part of a continuing dialogue and to fully understand the interaction, this interplay between music and speech needs to be fully understood. For example in music therapy the therapist interacts with their clients through imitation, interpretation and development of their sounds in music and for clients who can communicate verbally, there is often dialogue between client and therapist about the experience so that the therapist can understand the client's experience and response. Another example of an interaction which relies on this interplay is the one-to-one instrumental music lesson. Student and tutor use music and speech in order to achieve the transfer of physical skill and knowledge. They both play an instrument and music is an integral part of the multimodal interaction. The student is engaged in a form of performance but for a very different audience - their tutor. As a result the learning space offers different opportunities for musical communication to those possible in the performance space. Sam’s research considers this communication and how such an intimate co-present interaction might be mediated by technology in order to achieve this transfer of physical skills remotely, through remote music tuition. She will present some examples of findings to date and current challenges which have shaped the course of her work.

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