Abstract
This study theorizes the emergently1 interactive process of musical expression production between a music teacher and a student. The research questions are as follows: (1) What words do music teachers use to facilitate the emergent process? (2) What is the teacher’s intention in uttering these words? (3) What does the student think about modifying his or her musical expression based on the teacher’s words? Two female university teachers―a pianist and a soprano vocalist―and two female university students participated in this study. I videotaped the lessons taught by the teachers and interviewed them about their thought process during the lessons and about their impact on the students’ performances while watching the videotaped recordings (VTRs) of the lessons. I also interviewed the students about how they modified their musical expressions according to the teacher’s instructions. I segmented the scripts from the VTRs and the interview recordings based on their contents and categorized them from the bottom-up using the modified grounded theory approach (M-GTA). From this analysis, I created a model of the interaction between teachers and students for improving musical expression from the viewpoint of “interactive bodily judgment” (Kurashima 2007) by “bodily metacognition” (Suwa et al., 2017). Implications for music teacher training are discussed from the viewpoint of this model.
