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Volume 43\u003Cbr>Issue 5 Australian & New Zealand Association for\u003Cbr>Research in Music Education | Article 1 |\n| --- | --- |\n| 2018\u003Cbr>Dialogic Communication in the One-to-One Improvisation Lesson: A Qualitative Study\u003Cbr>Leon R. deBruin\u003Cbr>RMIT University, Australia, [leon.debruin@monash.edu](leon.debruin@monash.edu) |  |\n\nRecommended Citation  \nde Bruin, L. R. (2018). Dialogic Communication in the One-to-One Improvisation Lesson: A Qualitative Study. Australian Journal of Teacher Education, 43 (5).  \nRetrieved from [http://ro.ecu.edu.au/ajte/vol43/iss5/1](http://ro.ecu.edu.au/ajte/vol43/iss5/1)  \nThis Journal Article is posted at Research Online.  \n[http://ro.ecu.edu.au/ajte/vol43/iss5/1](http://ro.ecu.edu.au/ajte/vol43/iss5/1)  \nAustralian Journal of Teacher Education  \nDialogic Communication in the One-to-One Improvisation Lesson:  \nA Qualitative Study  \nLeon R. de Bruin  \nRMIT University  \nAbstract: This qualitative study investigates the dialogic interactions  \nbetween teacher and student that enhance learning and teaching  \nwithin the one-to-one music improvisation lesson. This study analyses the ways teachers elicit student actions, thoughts and processes that  \ndevelop student skills, critical and creative thinking processes  \nnecessary for improvisational development. Interactions and interplay between six Australian conservatoire improvisation students and their  \nteachers were investigated. Data reveal dialogic interactions that  \nspan instruction, conversation, inquiry and enablement of student  \nknowledge and skills that constitute a complex socio-cultural tapestry  \nof discursive threads. Teacher-student interactions that activate  \ndesired creative student activity engage meta-cognitive processes and  \nthe cultivation of creative habits of mind that allow improvisational  \nskill to flourish. Teachers engage in dialogic interaction and shape  \ninteractional behaviour, asserting a learning culture that makes  \nexplicit and visible the acquiring of skills and knowledge. Implications  \nfor skilled teaching that can effectively craft the at times  \nimprovisatory and ephemeral nature of teacher-student interactions  \nare suggested.  \nIntroduction  \nTeachers in the classroom can mediate action and thought and shape the parameters and perceptions of what students think they are capable of achieving. By engaging students in talk, play, gesture, or demonstration through other modalities, teachers create a situated learning environment that not only passes on skill and knowledge within a cultural mindset, but also establishes a temporal understanding of these processes, contexts and environments. It is through student-teacher interactions during the learning process that learners construct or'map' their own meaningful networks of understanding and possibility (Sannino, 2015) .  \nTeachers design learning situations and utilize pedagogies that can engage students inan interactive process of teaching and learning. Within higher music education the one-to-one lesson is the clear pedagogical model that facilitates the interaction and organization of effective, empathic learning between student and teacher (Dillenbourg, 2013; Gaunt, 2008) . Research within the one-to-one lesson has evinced strategies such as scaffolding (Wood, Bruner & Ross, 1976), coaching (Schon, 1987), mentoring (Creech, Gaunt, Long & Hallam, 2012), cognitive apprenticeship (de Bruin, 2017, 2016) as well as communicative learning within a 'master' and 'apprentice' culture (Koopman, Smit, De Vugt, Deneer & Den Ouden, 2007) .  \nInvestigating student-teacher interactions can reveal better understandings ofthe way dialogue between teacher and student can shape student actions, thoughts and processes. Whilst Gaunt suggests 'teachers are the musical agents, the models and the motivating forces  \nVol 43, 5, May 2018 1  \nAustralian Journal of Teacher Education  \nfor their students' (2008, p. 215) who strive to develop optimal ","cbCaioXzey6LWBLr","https://ap.wps.com/l/cbCaioXzey6LWBLr","pdf",253461,17,"English","# Abstract\n# Introduction\n## Teacher mediation and situated learning\n## Pedagogies in one-to-one music education\n## Prior research gaps and study focus","[{\"question\":\"What does the study examine in the one-to-one improvisation lesson?\",\"answer\":\"The study examines dialogic interactions between teacher and student that support learning and teaching within one-to-one music improvisation lessons.\"},{\"question\":\"How do teachers influence students during improvisation learning?\",\"answer\":\"Teachers elicit students’ actions, thoughts, and processes that develop skills and critical and creative thinking necessary for improvisational growth.\"},{\"question\":\"What participant and data scope does the research use?\",\"answer\":\"The research investigates interactions among six Australian conservatoire improvisation students and their teachers through a socio-cultural lens.\"}]","Dialogic Communication in the One-to-One Improvisation Lesson - Part 1 - A Qualitative Study | PDF",1792077962,43]