La mariposita ¿La recuerda?: the affective and moral dimensions of professional vision in learning to play the violin

References

• Antović, M. (2014). Metaphor about music or metaphor in music: A contribution to the cooperation of cognitive linguistics and cognitive musicology. In: Metaphors We Study: Contemporar, Available at SSRN: https://ssrn.com/abstract=2566258
   Google Scholar
• Bamberger, J. (2013). Discovering the musical mind: A view of creativity as learning. Oxford University Press.
   Google Scholar
• Bang, M., & Marin, A. (2015). Nature–culture constructs in science learning: Human/non‐human agency and intentionality. Journal of Research in Science Teaching, 52(4), 530–544. https://doi.org/10.1002/tea.21204
   Web of Science ®Google Scholar
• Basso, K. H. (1996). Wisdom sits in places: Landscape and language among the Western apache. University of New Mexico Press.
   Google Scholar
• Bateson, G. (1955). A theory of play and fantasy. Psychiatric Research Reports, 2(39), 39–51.
   PubMedGoogle Scholar
• Broth, M., & Keevallik, L. (2014). Getting ready to move as a couple: Accomplishing mobile formations in a dance class. Space and Culture, 17(2), 107–121. https://doi.org/10.1177/1206331213508483
   Web of Science ®Google Scholar
• Bucholtz, M., Casillas, D. I., & Lee, J. S. (2018). Feeling it: Language, race, and affect in Latinx youth learning. Routledge.
   Google Scholar
• Cazden, C., Carrasco, R., Maldonado-Guzman, A., & Erickson, F. (1980). The contribution of ethnographic research to bicultural bilingual education. In C. Kessler, M. Quinn, & J. Alah (Eds.), Current issues in bilingual education (pp. 65–80). Georgetown University Roundtable On Languages and Linguistics.
   Google Scholar
• Cekaite, A. (2012). Affective stances in teacher-novice student interactions: Language, embodiment, and willingness to learn in a Swedish primary classroom. Language in Society, 41(5), 641–670. https://doi.org/10.1017/S0047404512000681
   Web of Science ®Google Scholar
• Chazelle, D. (2014). Whiplash [film] [ Director]. Bold Films.
   Google Scholar
• Churchill, E. (2022). The education of attention in enskillment. Journal of Pragmatics, 193, 155–172. https://doi.org/10.1016/j.pragma.2022.03.006
   Web of Science ®Google Scholar
• Cienki, A., & Müller, C. (2008). Metaphor, gesture, and thought. In R. Gibbs (Ed.), The Cambridge handbook of metaphor and thought (pp. 483–501). Cambridge University Press.
   Google Scholar
• Cole, M. (1996). Cultural psychology. A once and future discipline. Harvard University Press.
   Google Scholar
• Darling‐Hammond, L. (2020). Culture, learning and policy. In N. Nasir, C. Lee, R. Pea, & M. McKinney de Royston (Eds.), Handbook of the cultural foundations of learning (pp. 404–425). Taylor & Francis.
   Google Scholar
• De la Piedra, M. T., Araujo, B., & Esquinca, A. (2018). Educating across borders: The case of a dual language program on the US-Mexico border. University of Arizona Press.
   Google Scholar
• Douglah, J. (2020). “Use the mirror now” – demonstrating through a mirror in show dance classes. Multimodal Communication, 9(2), 20200002. https://doi.org/10.1515/mc-2020-0002
   Google Scholar
• Douglah, J. (2021). “BOOM, so it will be like an attack” demonstrating in a dance class through verbal, sound and body imagery. Learning, Culture & Social Interaction, 29, 100488. https://doi.org/10.1016/j.lcsi.2020.100488
   Web of Science ®Google Scholar
• Dyrness, A., & Sepúlveda III, E. (2020). Border thinking: Latinx youth decolonizing citizenship. University of Minnesota Press.
   Google Scholar
• Ehmer, O. (2021). Synchronization in demonstrations. Multimodal practices for instructing body knowledge. Linguistics Vanguard, 7(4), 20200038. https://doi.org/10.1515/lingvan-2020-0038
   Google Scholar
• Ehmer, O., & Brône, G. (2021). Instructing embodied knowledge: Multimodal approaches to interactive practices for knowledge constitution. Linguistics Vanguard, 7(s4), 20210012. https://doi.org/10.1515/lingvan-2021-0012
   Google Scholar
• Erickson, F. (1982). Taught cognitive learning in its immediate environments: A neglected topic in the anthropology of education 1. Anthropology & Education Quarterly, 13(2), 149–180. https://doi.org/10.1525/aeq.1982.13.2.05x1831k
   Web of Science ®Google Scholar
• Erickson, F. (1992). Ethnographic microanalysis of interaction. In M. L. Compte, W. Millroy, & J. Preissle (Eds.), The handbook of qualitative research in education (pp. 201–225). Academic Press.
   Google Scholar
• Erickson, F. (2004). Talk and social theory: Ecologies of speaking and listening in everyday life. Polity.
   Google Scholar
• Erickson, F. (2021). Co-operative participation, social ecology, and ethics in video-based ethnography. Social Interaction Video-Based Studies of Human Sociality, 4(2). https://doi.org/10.7146/si.v4i2.127210
   Google Scholar
• Erickson, F., Bagrodia, R., Cook-Sather, A., Espinoza, M., Jurow, S., Shultz, J. J., & Spencer, J. (2008). Students’ experience of school curriculum: The everyday circumstances of granting and withholding assent to learn. In F. M. Connelly, M. F. He, & J. Phillion (Eds.), The sage handbook of curriculum and instruction (pp. 198–218). Sage.
   Google Scholar
• Espinoza, M. L., Vossoughi, S., Rose, M., & Poza, L. E. (2020). Matters of participation: Notes on the study of dignity and learning. Mind Culture and Activity, 27(4), 325–347. https://doi.org/10.1080/10749039.2020.1779304
   Web of Science ®Google Scholar
• Evaldsson, A., & Svahn, J. (2017). Staging social aggression: Affective stances and moral character work in girls’ gossip telling. Research on Children and Social Interaction, 1(1), 77–104. https://doi.org/10.1558/rcsi.32351
   Google Scholar
• Fuchs, T. (2012). The phenomenology of body memory. Body memory, metaphor and movement. In S. Koch, T. Fuchs, M. Summa, & C. Müller (Eds.), Body memory, metaphor and movement (pp. 9–22). John Benjamins Publishing.
   Google Scholar
• Gibson, J. J. (1966). The senses considered as perceptual systems. Houghton Mifflin.
   Google Scholar
• Goffman, E. (1967). On face work. In E. Goffman (Ed.), Interaction ritual (pp. 5–31). Doubleday.
   Google Scholar
• Goffman, E. (1971). Relations in public. Basic Books.
   Google Scholar
• Goffman, E. (1981). Forms of talk. University of Pennsylvania Press.
   Google Scholar
• González, N., Moll, L. C., & Amanti, C. (Eds.). (2006). Funds of knowledge: Theorizing practices in households, communities, and classrooms. Routledge.
   Google Scholar
• Goodwin, C. (1994). Professional vision. American Anthropologist, 96(3), 606–633. https://doi.org/10.1525/aa.1994.96.3.02a00100
   Web of Science ®Google Scholar
• Goodwin, C. (2018). Co-operative action. Cambridge University Press.
   Google Scholar
• Goodwin, M. (1990). He-said-she-said: Talk as social organization among black children. Indiana University Press.
   Google Scholar
• Goodwin, M. (2006). Participation, affect, and trajectory in family directive/response sequences. Text and Talk, 26(4/5), 513–543. https://doi.org/10.1515/TEXT.2006.021
   Web of Science ®Google Scholar
• Goodwin, M., & Cekaite, A. (2018). Embodied family choreography: Practices of control, care, and mundane creativity. Routledge.
   Google Scholar
• Goodwin, M., & Goodwin, C. (2000). Emotion within situated activity. In A. Duranti (Ed.), Linguistic anthropology: A reader (pp. 239–257). Blackwell.
   Google Scholar
• Goodwin, C., & Smith, M. S. (2020). Calibrating professional perception through touch in geological fieldwork. In A. Cekaite & L. Mondada (Eds.), Touch in social interaction: Touch, language, and body (pp. 269–287). Routledge.
   Google Scholar
• Gopnik, A. (2023). The real work: On the mystery of mastery. Liveright Publishing.
   Google Scholar
• Gumperz, J. J. (1992). Contextualization revisited. In P. Auer & A. DiLuzio (Eds.), The contextualization of language (Vol. 22, pp. 39–53). John Benjamins Publishing.
   Google Scholar
• Hakulinen, A., & Sorjonen, M. L. (2011). Ways of agreeing with negative stance taking. In T. Stivers, L. Mondada, & J. Steensig (Eds.), The morality of knowledge in conversation (Vol. 29, pp. 235–256). Cambridge University Press.
   Google Scholar
• Hand, V. (2012). Seeing culture and power in mathematical learning: Toward a model of equitable instruction. Educational Studies in Mathematics, 80(1–2), 233–247. https://doi.org/10.1007/s10649-012-9387-9
   Web of Science ®Google Scholar
• Hernández-Estrada, J. L. (2012). Aesthetics of generosity: El Sistema, music education, and social change. Self-published, José Luis Hernández-Estrada.
   Google Scholar
• Hutchins, E. (1995). Cognition in the wild. MIT press.
   Google Scholar
• Hymes, D. (1974/2001). Foundations in sociolinguistics: An ethnographic approach. University of Pennsylvania Press.
   Google Scholar
• Ingold, T. (2001). From the transmission of representations to the education of attention. In H. Whitehouse (Ed.), The debated mind: Evolutionary psychology versus ethnography (pp. 113–153). Berg Publishers.
   Google Scholar
• Ivaldi, A., Sanderson, A., Hall, G., & Forrester, M. (2021). Learning to perform: A conversation analytic systematic review of learning and teaching practices in performing arts lesson interactions. Learning, Culture & Social Interaction, 28, 100459. https://doi.org/10.1016/j.lcsi.2020.100459
   Web of Science ®Google Scholar
• Johnson, M. (2014). Moral imagination: Implications of cognitive science for ethics. University of Chicago Press.
   Google Scholar
• Johnson, S. J. (2017a). Agency, accountability and affect: Kindergarten children’s orchestration of reading picture books with a friend. Learning, Culture & Social Interaction, 12(1), 15–31. https://doi.org/10.1016/j.lcsi.2016.09.003
   Google Scholar
• Johnson, S. J. (2017b). Multimodality and footing in peer correction in reading picture books. Linguistics and Education, 41(1), 20–34. https://doi.org/10.1016/j.linged.2017.07.004
   Google Scholar
• Johnson, S. J., de la Piedra, M. T., Sanmiguel-López, A., & Perez, M. (2021). Mexican-heritage children’s cultural learning of ballet folklórico: Herencia, familia, y orgullo. Anthropology and Education Quarterly, 53(2), 130–148. https://doi.org/10.1111/aeq.12410
   Web of Science ®Google Scholar
• Johnson, S. J., & Erickson, F. (2022). The regarded listener: Transcribing the multiparty social ecology of children’s collaborative storytelling. Social Interaction: Video-Based Studies of Human Sociality, 5(3). https://doi.org/10.7146/si.v5i3.131029
   Google Scholar
• Keevallik, L. (2010). Bodily quoting in dance correction. Research on Language and Social Interaction, 43(4), 401–426. https://doi.org/10.1080/08351813.2010.518065
   Web of Science ®Google Scholar
• Keevallik, L. (2013). The interdependence of bodily demonstrations and clausal syntax. Research on Language & Social Interaction, 46(1), 1–21. https://doi.org/10.1080/08351813.2013.753710
   Web of Science ®Google Scholar
• Keevallik, L. (2021). Vocalizations in dance classes teach body knowledge. Linguistics Vanguard, 7(4), 20200098. https://doi.org/10.1515/lingvan-2020-0098
   Google Scholar
• Kemp, J., & Kyratzis, A. (2018). Moral order among members of a friendship group of preschool boys. Research on Children and Social Interaction, 2(2), 235–261. https://doi.org/10.1558/rcsi.37390
   Google Scholar
• Kendon, A. (1985). Behavioural foundations for the process of frame attunement in face-to-face interaction. In G. Ginsburg, M. Brenner, & M. von Cranach (Eds.), Discovery strategies in the psychology of action (pp. 229–253). Academic Press.
   Google Scholar
• Kyratzis, A. (2009). “He take one of my tools!” vs.“I’m building”: Transitivity and the grammar of accusing, commanding, and perspective-sharing in toddlers’ peer disputes. In J. Guo, E. Lieven, N. Budwig, S. Ervin-Tripp, K. Nakamura, & S. Özçaliskan (Eds.), Crosslinguistic approaches to the study of language: Research in the tradition of Dan Isaac Slobin (pp. 41–54). Erlbaum.
   Google Scholar
• Kyratzis, A., & Johnson, S. J. (2017). Multimodal and multilingual resources in children’s framing of situated learning activities. Linguistics and Education, 41(1), 1–6. https://doi.org/10.1016/j.linged.2017.07.002
   Google Scholar
• Kyratzis, A., & Köymen, B. (2020). Morality-in-interaction: Toddlers’ recyclings of institutional discourses of feeling during peer disputes in daycare. Text & Talk, 40(5), 623–642. https://doi.org/10.1515/text-2020-2081
   Web of Science ®Google Scholar
• Lakoff, G., & Johnson, M. (1980). Metaphors we live by. University of Chicago Press.
   Google Scholar
• Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge University Press.
   Google Scholar
• Linell, P. (2009). Rethinking language, mind, and world dialogically: Interactional and contextual theories of human sense-making. Information Age Publishing.
   Google Scholar
• Ma, J. Y., & Hall, R. (2018). Learning a part together: Ensemble learning and infrastructure in a competitive high school marching band. Instructional Science, 46(4), 507–532. https://doi.org/10.1007/s11251-018-9455-3
   Web of Science ®Google Scholar
• Marin, A., Lindberg, L., Kern, A., & Orellana, M. (2023, April 16). The physical nature of building knowledge through theatre games for undergraduates [paper presentation]. American Educational Research Association Annual Meeting, Chicago.
   Google Scholar
• Mauss, M. (1973). Techniques of the Body. Economy and Society, 2(1), 70–88. https://doi.org/10.1080/03085147300000003
   Web of Science ®Google Scholar
• Mehan, H. (1979). Learning lessons: Social organization in the classroom. Harvard University Press.
   Google Scholar
• Merlino, S. (2014). Singing in “another” language: How pronunciation matters in the organisation of choral rehearsals. Social Semiotics, 24(4), 420–445. https://doi.org/10.1080/10350330.2014.929390
   Web of Science ®Google Scholar
• Müller, C., & Ladewig, S. H. (2013). Metaphors for sensorimotor experiences: Gestures as embodied and dynamic conceptualizations of balance in dance lessons. In Borkent, M., Dancygier, B., & Hinnell, J. (Eds). Language and the Creative Mind (pp. 295–324). CSLI Publications.
   Google Scholar
• Murphy, R., Daniel, A., Cai, M., Lau, E., Schumacher, Y., & Astudillo, C. (n.d.) Texas Public Schools Explorer. Texas Tribune. Retrieved November 21, 2022, from https://schools.texastribune.org
   Google Scholar
• Narita, F. M., & Green, L. (2015). Informal learning as a catalyst for social justice in music education. In C. Benedict, P. Schmidt, G. Spruce, & P. Woodford (Eds.), The Oxford handbook of social justice in music education (pp. 302–317). Oxford University Press.
   Google Scholar
• Nishizaka, A. (2017). The perceived body and embodied vision in interaction. Mind Culture and Activity, 24(2), 110–128. https://doi.org/10.1080/10749039.2017.1296465
   Web of Science ®Google Scholar
• Norrthon, S. (2019). To stage an overlap: The longitudinal, collaborative and embodied process of staging eight lines in a professional theatre rehearsal process. Journal of Pragmatics, 142, 171–184. https://doi.org/10.1016/j.pragma.2019.01.015
   Web of Science ®Google Scholar
• Ochs, E. (1996). Linguistic resources for socializing humanity. In J. J. Gumperz & S. C. Levinson (Eds.), Rethinking linguistic relativity (pp. 407–437). Cambridge University Press.
   Google Scholar
• Orellana, M. (2015). Immigrant children in transcultural spaces: Language, learning, and love. Routledge.
   Google Scholar
• Reed, D. (2020). Touch and talk: Detailing embodied experience in the music masterclass. Social Semiotics, 30(5), 625–645. https://doi.org/10.1080/10350330.2019.1631431
   Web of Science ®Google Scholar
• Reed, D., & Szczepek Reed, B. (2014). The emergence of learnables in music masterclasses. Social Semiotics, 24(4), 446–467. https://doi.org/10.1080/10350330.2014.929391
   Web of Science ®Google Scholar
• Rogoff, B. (1990). Apprenticeship in thinking: Cognitive development in social context. Oxford University Press.
   Google Scholar
• Rose, M. (2023). When the light goes on: The life-changing wonder of learning in the age of metrics, screens, and diminished human connection. Beacon Press.
   Google Scholar
• Sacks, H., Schegloff, E., & Jefferson, G. (1974). A simplest systematics for the organization of turn-taking for conversation. Language, 50(4), 696–735. https://doi.org/10.1353/lan.1974.0010
   Web of Science ®Google Scholar
• Sánchez, M., García, O., & Solorza, C. (2018). Reframing language allocation policy in dual language bilingual education. Bilingual Research Journal, 41(1), 37–51. https://doi.org/10.1080/15235882.2017.1405098
   Web of Science ®Google Scholar
• Sawyer, R. K. (2000). Improvisational cultures: Collaborative emergence and creativity in improvisation. Mind Culture and Activity, 7(3), 180–185. https://doi.org/10.1207/S15327884MCA0703_05
   Google Scholar
• Schmidt, A., & Deppermann, A. (2023). Showing and telling: How directors combine embodied demonstrations and verbal descriptions to instruct in theater rehearsals. Frontiers in Communication, 7, 955583. https://doi.org/10.3389/fcomm.2022.955583
   Google Scholar
• Sheridan, K. M., Veenema, S., Winner, E. & Hetland, L.(2022). Studio thinking 3: The real benefits of visual arts education. Teachers College Press.
   Google Scholar
• Skinner, K. (2023). Anchoring analysis in rich points. In A. Skukauskaité & J. Green (Eds.), Interactional ethnography (pp. 242–265). Routledge.
   Google Scholar
• Stevanovic, M. (2021). Monitoring and evaluating body knowledge: Metaphors and metonymies of body position in children’s music instrument instruction. Linguistics Vanguard, 7(4), 20200093. https://doi.org/10.1515/lingvan-2020-0093
   Google Scholar
• Stevanovic, M., & Frick, M. (2014). Singing in interaction. Social Semiotics, 24(4), 495–513. https://doi.org/10.1080/10350330.2014.929394
   Web of Science ®Google Scholar
• Stevanovic, M., & Kuusisto, A. (2019). Teacher directives in children’s musical instrument instruction: Activity context, student cooperation, and institutional priority. Scandinavian Journal of Educational Research, 63(7), 1022–1040. https://doi.org/10.1080/00313831.2018.1476405
   Web of Science ®Google Scholar
• Stivers, T., Mondada, L., & Steensig, J. (Eds.). (2011). The morality of knowledge in conversation (Vol. 29). Cambridge University Press.
   Google Scholar
• Streeck, J. (2015). Embodiment in human communication. Annual Review of Anthropology, 44(1), 419–438. https://doi.org/10.1146/annurev-anthro-102214-014045
   Web of Science ®Google Scholar
• Tolins, J. (2013). Assessment and direction through non-lexical vocalizations in music instruction. Research on Language and Social Interaction, 46(1), 47–64. https://doi.org/10.1080/08351813.2013.753721
   Web of Science ®Google Scholar
• Tomasello, M. (1995). Joint attention as social cognition. In C. Moore & P. Dunham (Eds.), Joint attention: Its origins and role in development (pp. 103–130). Psychology Press.
   Google Scholar
• Valdés, G. (1996). Con respeto: Bridging the distances between culturally diverse families and schools: An ethnographic portrait. Teachers College Press.
   Google Scholar
• Valenzuela, A. (2010). Subtractive schooling: US-Mexican youth and the politics of caring. State University of New York Press.
   Google Scholar
• Veronesi, D. (2014). Correction sequences and semiotic resources in ensemble music workshops: The case of Conduction®. Social Semiotics, 24(4), 468–494. https://doi.org/10.1080/10350330.2014.929393
   Web of Science ®Google Scholar
• Vossoughi, S., Escudé, M., Kitundu, W., & Espinoza, M. L. (2021). Pedagogical “hands and eyes”: Embodied learning and the genesis of ethical perception. Anthropology & Education Quarterly, 52(2), 135–157. https://doi.org/10.1111/aeq.12382
   Web of Science ®Google Scholar
• Vygotsky, L. S. (1978). Mind in society: Development of higher psychological processes. Harvard University Press.
   Google Scholar
• Weeks, P. (1996). A rehearsal of a Beethoven passage: An analysis of correction talk. Research on Language and Social Interaction, 29(3), 247–290. https://doi.org/10.1207/s15327973rlsi2903_3
   Web of Science ®Google Scholar
• Wittgenstein, L. (1953). Philosophical investigations. Macmillan Publishing Company.
   Google Scholar
• Yasui, E. (2023). Japanese onomatopoeia in bodily demonstrations in a traditional dance instruction: A resource for synchronizing body movements. Journal of Pragmatics, 207, 45–61. https://doi.org/10.1016/j.pragma.2023.02.002
   Web of Science ®Google Scholar