“Abbiamo detto con te no che tu hai ta da di da dim (Moves Right Hand on the Beat)”—The Interplay of Semiotic Modes in Chamber Music Lessons Under a Multimodal and Interactional Perspective

This study analyzes the interplay of semiotic modes employed by a teacher and music students in chamber lesson for instructing, learning, discussing. In particular, it describes how specific higher-level actions are accomplished through mutual contextualization talk further audible visible resources, such as gesture, gaze, material objects, vocalizing, music. The focus lies on modal complexity, i.e., different cohere to build action, intensity, importance related their useful reaches. also attends linking coherent coordination interactional turns participants achieve understanding musical ideas concepts. rich multimodal texture instructional, negotiation, discussion lessons stresses role multimodality coherence investigating pedagogy from an perspective.