Note: 25th meeting will be held at Tsukuba University at Tsukuba again.
My research focuses on the social aspect of learning. I videotaped Noh dance lessons that four novices took from seniors. At the start, the novices did not know anything about Noh dance. But through exercise for a week, they became almost able to dance, and learned KATA. KATA is the pattern of movement that makes up Noh dance, and each pattern has a name respectively. First, what is the learning of KATA? I analyze the change of goal (activity) for a week, and show that KATA was focused on in a certain rapid. The concept of KATA seems to have a close relation to how to learn KATA. Second, I analyze how the learning of KATA is accomplished. Novice and senior collaborated to organize interaction and visualize novice's change.
Activity is usually carried out within the "artifactual" environment. Telephone conversation, for instance, is embedded in some special electric devices, i.e., "telephone". The question I want to ask here concerns how its property of being "telephone" conversation, rather than just conversation, is organized in and through the actual development of interaction. Similarly, play therapy sessions are surrounded by various kinds of tools, e.g., toys, and their very feature of being "play therapy" and the feature of these tools being "useful-anyway-for-the-purpose-at-hand" elaborate each other. I present some (rough) ideas about this mutual elaboration of activity and tools.