Silent learning: a multimodal approach to examining non-verbal communication in secondary school computer-based music lessons

In a UK secondary school context, this article examines how two Year 9 pupils’ (ages14–15) non-verbal ‘silent’ communication evidenced their learning during computer-based music composition. Operationalising multimodal social semiotic theory of communication and learning and the principles of recontextualization [Bezemer, Jeff, and Gunther Kress. 2016. Multimodality, Learning and Communication: A Social Semiotic Frame. London: Routledge], the video-based observations enabled the generation and framing of data. The first stage filtered out speech, mapped pupils’ semiotic work and highlighted all instances of non-verbal communication for further analysis. The second stage involved a micro-analysis of 16 selected instances. These methods legitimised pupils’ non-verbal communications during compositional activities. The analysis revealed complex signs of learning, such as engagement and interest, control and agency and negotiation, that materialised through the process of transformation of resources. The findings highlight the significant role of non-verbal communication in pupils’ learning during computer-based music composition. Understanding and valuing non-verbal communication can enhance teaching practices and provide deeper insights into pupils’ learning experiences.