Commentary on "Embodiment Consciousness in Music Performance Pedagogy" by Alves and Nogueira

This commentary on Alves and Nogueira (2024) proposes a potential approach to compare expert and non-expert music teachers' use of embodied teaching strategies in one-to-one lessons with advanced performance students. The approach is hypothesis-driven, and builds on Alves and Nogueira's theoretical framework of expert competency domains, as well as empirical studies of musical communication and oneto-one teaching strategies. It is argued that a comprehensive definition of embodied teaching strategies should be conceptualized in terms of the quality of teacher-student interactions and the measurable outcomes of those interactions, and that it should account for the wide range of verbal and non-verbal forms of embodied musical communication that arise.