Pitch metaphors and the body in singing classes
This paper provides evidence that gesture promotes learning by schematizing a particular sensorimotor feeling associated with bodily action into a metaphorical representation. We analyze gestural depictions that are temporally aligned with musical performance in a video corpus of lyric singing class...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
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Association Française de Linguistique Cognitive
2022-02-01
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| Series: | CogniTextes |
| Subjects: | |
| Online Access: | http://journals.openedition.org/cognitextes/2037 |
| Summary: | This paper provides evidence that gesture promotes learning by schematizing a particular sensorimotor feeling associated with bodily action into a metaphorical representation. We analyze gestural depictions that are temporally aligned with musical performance in a video corpus of lyric singing classes conducted in Dutch (Flanders, Belgium) and that are specifically used by teachers to work on difficulties related to high and low pitch. The case of intonation is relevant because the vertical conception of ‘ascending’ and ‘descending’ interferes with good practices of singing and teachers often depict ‘inverted’ pitch contours to counteract this behavior. To motivate this conceptual inversion, teachers draw on the body as a local resource in the interactional context. |
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| ISSN: | 1958-5322 |