In this study we explore classroom interaction through discourse analysis as a tool to understand music learning, in particular, the introduction of a particular musical concept. For this purpose, we analysed a conversation held within a twelve 9-10 years old students in relation to the concept of notes on ledger lines. Some discourse strategies were identified that help to understand the process of joint construction of meaning. The paper focuses on two of these discourse strategies.
|Journal||Revista Electronica Complutense de Investigacion Musical|
|Publication status||Published - 1 Dec 2008|