ENACTING TEACHING AND LEARNING IN THE INTERACTION PROCESS : "KEYS" FOR DEVELOPING SKILLS IN PIANO LESSONS THROUGH FOUR-HANDS IMPROVISATIONS

• Authors: Julien Laroche , Ilan Kaddouch
• Languages of publication: EN

Abstracts

EN

Embodied mind theories underline the role of the body in the act of knowing. According to the enactive approach, we learn to perceive and to know through our bodily interactions with the world (Varela, Thompson & Rosch, 1991). However, such an approach remains incomplete as long as sociality is not taken into account (Froese & Di Paolo, 2009). Indeed, learning mainly takes place in intersubjective contexts (e.g. by the effects of teaching). Recently, an inter-enactive approach has been proposed accordingly. Social interactions are seen as processes of coordinated sense-making that emerge from the dynamics of the inter-action process itself (De Jaegher & Di Paolo, 2007). Teaching settings are a special case though: cognitive interactions are reciprocal but asymmetrically guided by the teacher. We first sketch the phenomenological and theoretical contours of embodied intersubjectivity~intersubjective embodiement. Then, we present an interactive pedagogical method for musical learning (free spontaneous four-hands improvisations in the context of the Kaddouch pedagogy) and discuss it through illustrative case studies. The role of the teacher appears to operate directly on the dynamics of the interaction process, a source of knowing and skill enaction for the learner.

Keywords

EN

ENACTION; INTERACTION; COORDINATION; TEACHING; LEARNING

• Publisher: Faculty of Education, Trnava University
• Journal: Pedagogický časopis (Journal of Pedagogy)
• Year: 2014
• Volume: 5
• Issue: 1
• Pages: 24 – 47

Contributors

author

Julien Laroche

• Akoustic Arts 48, rue rené Clair, 75018 Paris, France

author

Ilan Kaddouch