How do instrumental teachers communicate musical ideas in performance teaching?

Abstract

This study aims to understand the phenomenology of instructional communication in performance teaching. In order to reach the research aim, an exploratory case study on the interpersonal communication of one-to-one violin lessons was conducted. Such study involved observations of sixteen one-to-one violin lessons and four semi-structured interviews. From a thematic analysis, preliminary results suggest that each teacher had a pedagogical multimodal vocabulary used according to the student's individual characteristics. Moreover, this vocabulary was embodied in eight communication strategies identified by an analysis of the dataset. We hope this study can contribute to a further understanding of the instructional communication in performance teaching in instrumental lessons.