Re: orchestration

Pentti Hakkarainen (phakkara who-is-at cc.jyu.fi)
Fri, 9 Feb 1996 12:48:33 +0200

>What I haven't yet thought about is how these processes of improvisation
>could be guided/affected by a teacher, to increase their effectiveness.
>The teacher can't remove all improvisational processes from the
>classroom, but rather, needs to be able to channel them towards
>educational goals.
>
>It would help me to have a performance metaphor for this. Neither jazz
>nor improv theater has anyone playing the "director/orchestrator" role
>during the performance. Any ideas?
>
>Keith Sawyer
>Dept. of Psychology
>UC Santa Cruz

Hi Keith and others,

I am not sure if I understood anything about this theme.
But I have anlyzed childrens peer play in day care setting
by using activity structure metaphor a la Engestrom.
I try to show how the object of play (in my case exchange
relations) guides the dialogue between children. There are
no adults present in these plays, but we have compared
the same play situation with younger children (2-3 years) where
adults active partaking is necessary. I think there is
an interesting time/history problem in the orchestration metaphor.

I would be glad to know where and when Keith=B4s analysis
will be published?

Pentti

Pentti Hakkarainen
Institute for Educational Research
Jyv=E4skyl=E4 university
P.O.B. 35
40351 Jyvaskyla
=46inland

Tel 358-41-603322
=46ax: 358-41-603201
358-41-855345

email: phakkara who-is-at jyu.fi