从常人方法学与会话分析审视街舞教导 = An analysis of the practice of street dance teaching through the lens of ethnomethodology and conversational analysis

• Main Author: 陈俊 Tan, Brandon Jun
• Other Authors: Lim Ni Eng
• Format: Final Year Project
• Language: Chinese
• Published: Nanyang Technological University 2024
• Subjects: Arts and Humanities; 会话分析 Conversational analysis; 实体科目 Physical subjects; 教学法 Pedagogy; 肢体语言 Ethnomethodology; 舞蹈 Dance
• Online Access: https://hdl.handle.net/10356/174160
• Institution: Nanyang Technological University

一个科目的教学方法往往取决于科目本身的特质是否是实体的或非实体的性质。按照自然规律，实体科目的专注往往是实体的动作，而支配肢体语言动作这操作，自然而然的是通过操控人的身体方可体现出的效果。因此，是否在教导时通过对自身的操控做出某种动作从而通过动作来传授知识是区分于科目性质的一种方法。确切的说，教导实体科目的方法必定有个前提：通过有效的利用 “能指” 来表达 “所指”，创造共同理解，进而传播知识或概念。实体科目如其名，是包涵着能够触摸得到的确切层次的一种科目。这些科目往往都是通过体验性的方式习得知识，了解构造，框架，甚至巩固已有的或新习得的知识。一名篮球选手可以在场外揣测敌对的攻击方式，安排最精致的部署，但是倘若这名选手一辈子都没有亲自打一场受比赛规则束缚的赛制，一切皆是纸上谈兵。因此，教导一门实体科目是需要教导者以及受教者通过某些媒介，加强对于 “能指” 在某固定语境里所传达的 “所指”。除了实体特质，想要有效成功的教导一门实体科目必定涉及到此科目本身的框架与语境。 在传授知识的过程中，教导者是无法从其科目固定的语境中抽离。这些语境对外来者而言往往可能都是理所当人的常识性知识，但这些理所应当的知识都是通过一个群组的不断训练加强，最后才形成的一种刻板映像，成为他们社群固定的一种特征，一种文化。 此次研究也将涉及到除了教导者以及受教者的第三方势力。这第三方势力，镜子，做为一种辅助道具在这多模态互动的语境中发挥着至关重要的功能。通过观察舞蹈教导的方式，此研究将使用会话分析的方式，结合了Charles Goodwin 的 Co-Operative 概念，将记录下街头舞蹈里所展现的多模态互动，并针对所收集到的资料进行拆解与分析。 关键词：会话分析，实体科目，教学法，肢体语言，舞蹈 The Pedagogy of a subject often depends on whether the nature of the subject itself is Physical or Non-Physical. According to natural laws, the focus of tangible subjects often involves physical actions, and controlling bodily language actions is naturally achieved through manipulating the body to produce these effects. Therefore, whether to teach by making certain movements through self-control to impart knowledge through actions is a method that distinguishes the nature of the subject. Specifically, the method of teaching Physical subjects must have a premise: expressing the referent through the signifier effectively, creating mutual understanding, and then disseminating knowledge or concepts. Physical subjects, as their name suggests, are subjects that encompass levels that can be touched. These subjects are often learned experientially, understanding structures, frameworks, and even consolidating existing or newly acquired knowledge. A basketball player may speculate on the opponent's attacking methods off the court and arrange the most sophisticated deployments, but if this player has never personally played under the constraints of the rules of a competitive game, it's all just theory. Therefore, teaching a Physical subject requires both the instructor and the learner to strengthen their understanding of the referent conveyed by the signifier in a certain fixed context through certain media. In addition to tangible characteristics, effectively teaching a Physical subject also involves the framework and context of the subject itself. In the process of imparting knowledge, the instructor cannot detach from the fixed context of the subject. These contexts may often seem like common sense knowledge to outsiders, but this common knowledge is reinforced through continuous training by a group, eventually forming a stereotype and becoming a fixed characteristic of their community, a culture. This research will also involve third-party forces besides the instructor and the learner. This third-party force, the mirror, serves as an auxiliary tool and plays a crucial role in this multimodal interactive context. By observing the way dance is taught, this study will use conversation analysis, combined with Charles Goodwin's concept of cooperation, to record the multimodal interactions displayed in street dance and then deconstruct and analyze the data collected. Keywords: Conversational Analysis, Physical Subjects, Pedagogy, Ethnomethodology, Dance