Jazyk a štýl hodín hudby
Language and style of music lessons

Case study on violin lesson material

Summary/Abstract: The subject of the case study is a linguistic reflection of the relationship between two semiotic systems – language and music through a quantitative-qualitative analysis of three violin lessons at an elementary art school in eastern Slovakia. It is a dialogic communicative situation of a multimodal nature. In the center of our attention is the speech of the music teacher, in which the key elements of the pedagogical communicative register are confirmed, as well as some (mainly pragmatic) elements of the coaching communicative register. The thematic, pragmatic, phonetic, morphological and lexical specifics of a potential musician’s communicative register are constituted on this penetrating basis. The language specifics of the violin lesson include: the predominance of con-situational dialogue with co-situational elements (themes and motifs related to music and musical art), utterances with communicative function rhythmic command, sound imitations of musical figures, melodious reproductions, register-motivated lexemes including the register-motivated meaning of the lexeme play (hrať/zahrať) and its synonym (in the given context) give (dať/dávať), higher frequency of interjections and numerals.

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