ABSTRACT

Drawing on an analysis of Japanese calligraphy (shodô) lessons where a master reviews his students’ works, I explore the organization of sequences in which the master proposes the correction or improvement of how they draw Japanese or Chinese characters. In such cases, the master faces two organizational issues: (a) how to organize his seeing of a drawn character in an adequately convincing manner, under the aspect of the drawing action that caused its appearance; and (b) how to organize the instruction sequences in a pedagogically adequate manner, by beginning with an explicit indication of the problem regarding the appearance of the character. I argue that the eventually accomplished sequences are the result of the simultaneous solution of these two issues. In conclusion, I reflect on some implications for further investigations of multimodal perception in distinct activities. Data are in Japanese with English translations.

摘要

通过对日本书法的分析（shodô）在大师复习学生作品的课程中，我探索了序列的组织方式，其中大师提出了改正或改进他们画日语或汉字的方式。在这种情况下，船长面临两个组织问题：（a）如何在引起其外观的绘画动作的方面，以足够有说服力的方式组织他对绘画人物的观看；（b）如何通过在教学上适当地组织指令序列，首先要明确指出有关字符外观的问题。我认为最终完成的序列是同时解决这两个问题的结果。总之，我对在不同活动中对多模式感知的进一步研究提出了一些启示。