The present study investigates how the teacher in a show dance class demonstrates choreography to a group of learners (dancers) using imagery as a teaching strategy. The overall aim is to explore the pedagogical task of demonstrating with the help of imagery and to understand how different multimodal resources create prerequisites for learning.

The data consist of ethnographic fieldwork and video recordings from a show dance practice. The participants are a teacher and a group of non-professional learners aged between 16 and 24 years. The analysis is based on the framework of ethnomethodological conversation analysis (EMCA).

The analysis shows that the use of imagery is common, and that verbal language is a resource that co-occurs with both sound and body in these demonstrations. These multimodal resources interplay in a complex way, and the different resources used by the teacher cooperate to create meaning for the dancers. None of the different types of imagery – verbal, sound or body –seem to fully function unless they are used together with at least one other resource. Further, the analysis shows that the use of imagery as a teaching strategy is emergent in interaction and not predetermined.

本研究调查了表演舞蹈课中的老师如何使用图像作为教学策略向一群学习者（舞蹈演员）展示舞蹈编排。总体目标是探索借助图像进行演示的教学任务，并了解不同的多式联运资源如何为学习创造前提。

数据包括民族志的田野调查和表演舞蹈练习的录像带。参加者是老师和一群年龄在16至24岁之间的非专业学习者。该分析基于民族方法对话分析（EMCA）的框架。

分析表明，在这些演示中，使用图像是很普遍的，而口头语言是声音和身体同时出现的一种资源。这些多模式资源以复杂的方式相互作用，并且老师使用的不同资源协作为舞者创造意义。除非将它们与至少一种其他资源一起使用，否则任何其他类型的图像（口头，声音或身体）都无法正常发挥作用。此外，分析表明，将影像作为一种教学策略是在交互中出现的，而不是预先确定的。