Abstract

Employing conversation analysis, this article investigates instructions in lessons for guitar and Japanese calligraphy. In receiving an instruction, the students in the guitar lessons are expected to immediately follow the instruction. In contrast to the guitar lessons, the students in the calligraphy lessons are not institutionally expected to immediately follow the teacher’s instructions but to receive them. However, the students often gesticulate what they learned from and could make sense of the prior instruction upon completion of an instruction activity. I call this phenomenon embodied solitary confirmation. By demonstrating the interactional procedure for this practice, this article respecifies reflection as an interactional phenomenon and elucidates an organization of multiactivity.