Abstract This review synthesizes conversation analysis research examining multimodal performing arts interactions in learning and teaching contexts. It shows how the art itself is integrated into the learning dialogue and how it is integral to getting the business of learning and teaching done. Twenty-three publications met the criteria: conversation analytical multimodal research in performing arts lessons and rehearsals, with participants of all ages. The review highlights the developing field of conversation analysis in the performing arts over the last five years in particular. Nine practices were identified: (1) establishing and manipulating rhythm, space and timeframe, (2) making corrections, (3) miming and mirroring to provide information and understanding, (4) highlighting movements and demonstrations, (5) teacher/conductor controlling beginnings/restarts/end of activities, (6) cues for where to start/pick up from, (7) students showing understanding, (8) getting ready to perform, and (9) making learning inclusive and collaborative. As the practices were predominantly teacher led, students have little opportunity to engage in the learning dialogue and drive their own learning – responding mainly with performance. More active learning opportunities need to be created by teachers and conductors so that students can generate their own practices for learning.

中文翻译：

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学习表演：表演艺术课程互动中学习和教学实践的对话分析系统回顾

摘要 本综述综合了对话分析研究，探讨了学习和教学环境中的多模态表演艺术互动。它展示了艺术本身如何融入学习对话，以及它如何成为完成学与教业务不可或缺的一部分。23 篇出版物符合标准：表演艺术课程和排练中的对话分析多模态研究，所有年龄段的参与者。该评论特别强调了过去五年表演艺术中对话分析的发展领域。确定了九种做法：(1) 建立和操纵节奏、空间和时间框架，(2) 进行修正，(3) 模仿和镜像以提供信息和理解，(4) 突出运动和示范，(5) 教师/指挥控制活动的开始/重新开始/结束，(6) 从哪里开始/从哪里开始的提示，(7) 学生表现出理解，(8) 准备好表演，以及 (9) 使学习具有包容性和协作。由于这些实践主要由教师主导，学生几乎没有机会参与学习对话并推动他们自己的学习——主要以表现作为回应。教师和指挥需要创造更多主动学习的机会，以便学生能够形成自己的学习实践。学生几乎没有机会参与学习对话并推动他们自己的学习——主要是通过表现来回应。教师和指挥需要创造更多主动学习的机会，以便学生能够形成自己的学习实践。学生几乎没有机会参与学习对话并推动他们自己的学习——主要是通过表现来回应。教师和指挥需要创造更多主动学习的机会，以便学生能够形成自己的学习实践。